
Qass L A a6Q 

Book , fi 4 A'* . 






SURVEY " I, V 



OF 



Chicago Public Schools 



1914 



REPRINTED FROM ANNUAL REPORT OF THE 

SUPERINTENDENT OF SCHOOLS FOR 

YEAR ENDING JUNE 30, I9U. 



C4At 



INTRODUCTORY. 



When the Department of Superintendence of the National 
Education Association met in February, 1913, at Philadelphia, 
much of the conversation in the corridors turned upon the survey 
of the New York schools recently made by a committee, of which 
Professor Hanus of Harvard University was chairman — a survey 
that cost $125,000.00. The superintendent of the New York 
schools had long maintained a commanding position in the N. E. 
A., not only because he was at the head of the largest city school 
system in this country but also because of his clear and well- 
defined views on education and all subjects related thereto. He cer- 
tainly had his opponents, but it goes without saying that one in 
such a conspicuous position is, in the nature of things, certain to 
raise opposition. And although the younger set sometimes con- 
gratulated one another upon having crossed swords with him in 
public debate, yet he stood before the education association as a 
superintendent who had lifted the schools of New York City out of 
the slough of despond into which it had become customary to as- 
sume that they had fallen long before he was placed at the helm. 
The report, it was said, criticized adversely not only the schools 
but also the methods of the superintendent. On the other hand a 
group of New York teachers, attending the meeting at Philadelphia, 
was fully as severe in its comments on the members of the com- 
mittee and their methods. 

The National Council of Education held a meeting in Phil- 
adelphia during the same week, and appointed a Committee on 
Tests and Standards of Efficiency. The members of that commit- 
tee, composed largely of college professors, have since appoint- 
ment been busy surveying state, city, and town systems of edu- 
cation. They have not, however, done all of the surveying. The 
Governor of Ohio has had the state school system surveyed by a 
commission of three appointees, residing in the state, the study 
being conducted under the direction of a member of the City 
Bureau of Municipal Research of New York. The state non^ial 
schools of Wisconsin have been surveyed in the same bureau 
and the presidents of those schools in co-operation. It is not nec- 
essary to list all of the states and cities that have been surveyed. 
In Illinois a committee of fifteen, composed of representatives 
from the State Teachers Association and other educational organi- 



11 INTRODUCTORY. 

zabions, has undertaken a slow, painstaking survey of the state 
system. Thus far the investigation has been based on question- 
naires, though eventually the universities in the state will do some 
field work. 

By a strange fatality forward movements in mental and spir- 
itual affairs are sharply defined and stated as fmalities, the advance 
guard often forgetting 

"They must upward still, and onward, who would 
keep abreast of Truth." 

The set, narrow confines in which reports, resolutions, articles 
of educational belief are constructed do not contain anything that 
is suggestive of life more vigorous, more resourceful, than that 
already achieved. The inefficient schools suffer today not from lack 
of standardization but from adherence to standards thai have long 
since been left on the rubbish heap by industry and commerce, by 
science and genetic history, by social and spiritual growth. 

The demand for testing and standardizing the public schools 
comes apparently from the business interests outside because it is 
those interests which furnish the large sums of money lavishly 
poured out for investigation and printed reports. The demand did 
not originate in the commercial and manufacturing circles; it had 
its birth in education societies. The present condition is a recrude- 
scence of the warfare between the radicals who recognize the re- 
sponsibility of the school for the development of power, intellectual 
and moral, through self-initiated activity in a stimulating en- 
vironment, and the rigid conservatives in education who hold fast 
to the old methods, although they give them a new dress. 

Some admirable suggestions have been made in the reports 
published, though they all lack one thing; the discovery of a 
method by which under our municipal governments, with their 
frequent changes, it is possible for schools to be in reality a part 
of the progressive activity of civilization, so that obsolete matter 
and forms of instruction may be overcome or cast out. 

However, I fully appreciated the good things that might result 
from a survey, and also realized that Chicago would not be left out 
in the sweep of the investigation. Before going to the meeting of 
the Department of Superintendence to be held in February, 1914, 
at Richmond, Virginia, I talked with a few members of my staff 
about our undertaking a survey, but found them not ready to en- 
dorse the idea. At Richmond the burden of discussion was laid 
on surveys. After listening to the presentations by the members 
of the Cx)mmittee on Standards and Tests of Efficiency, I con- 
cluded that great benefit would be derived in a system if the 



D. Of D^ 

EC 15,19 5 



INTllODUCTOHY. Ill 

teachers, those wlio are directly associated with ttie children and 
youth, could first make such a study, if of only one line of in- 
struction or eifort. I then called together the superintendents to 
consider conducting a survey of our system by ourselves, before 
outside experts or lay investigators should take up the work. With 
seven thousand teachers and principals, it was impossible that all 
should have the benefit of activity in visiting schools and discuss- 
ing tiie work observed. A lew governing conditions were laid 
down : Every school should have a representative on some one of 
the survey committees, hence no school should have more than one 
representative; the chairman of the committees should be taken 
from the superintendent's staff, because each could have greater 
freedom in planning the trips and the meetings of the committee 
in charge than a principal or teacher could; no member of a com- 
mittee should be a specialist teaching the subject assigned that 
committee. Having gone thus far the following points were de- 
cided upon : First, each committee should hand in a written re- 
port on or before May 15; Second, the reports should indicate de- 
fects in the work as well as excellencies; Third, suggestions for 
improving the schools should be made freely; Fourth, the com- 
mittee reports should be presented to the Board of Education in 
the Annual Report of the Superintendent of Schools in place of 
the customary individual reports of regular day schools and dis- 
tricts by members of the superintendent's staff. 

The schools were grouped by the chairman so that every 
school in the city should be visited by at least one committee. 
Upon the urgent request of some committees one exception was 
made to the ruling that no school should have more than one 
representative on the committees: the exception was in case of 
three specialists in the Normal College Faculty. 

Later, it was said that teachers were becoming uneasy as to 
the obect of the visits by the groups. The superintendent then 
sent out the following : 

"The survey which we are making- of our scliools at present is not 
in any way intended to bring- schools into comparison witli one another. 
No teachers will be marked: no schools will be marked. In the report the 
schools will be spoken of as schools A. B, C. Even the good schools will 
not be mentioned by name. There is no need for any anxiety or excite- 
ment. Without doubt, we shall be more conscious of our excellencies or 
failures because of visitors coming- to the school, but there is nothing: 
which will in any way disturb any teacher in his or her position as a 
result of this survey. 

"Should there come later a survey conducted by inspectors from the 
c-.utside, we shall have our own survey with which to .iudge their resufls. 
W^e also shall have gone through the first palpitations and excitement 
caused by a co-operative investigation." 

Confidence was restored and the only strain upon teachers and 
principals was that felt because of teaching under the eye of fel- 



IV INTRODUCTORY. 

low-teachei's and principals who were, doubtless, silently compar- 
ing the methods of different schools. 

Every effort possible has been made to have a frank, unpreju- 
diced report. Defects in the plans underlying the organization of 
some line of instruction, or in the methods by which the plans are 
effectuated are presented for consideration in order that they may 
be corrected. Excellencies are described in order that the good 
may be participated in by all. Dissemination of information re- 
garding these should arouse us to activity that will correct and 
strengthen our schools. This survey presents the findings of the 
various committees more from the viewpoint of the principal and 
the teacher than do the reports of the college experts. College ex- 
perts who are making a specialty of testing and standardizing pub- 
lic schools earnestly desire to march on to the schools of Chicago. 
We are ready for a fair test, but we suggest thai the situation would 
be most delicate if a survey committee should include any one im- 
mediately concerned with the organization or instruction in an 
elementary or high school charging tuition fees within the cor- 
porate limits of Chicago. 

If the reports of the surveys seem to emphasize defects un- 
duly, we must remember that such emphasis characterizes the 
teaching mind. The day will come when goodness will be devel- 
oped by emphasizing the good; truth, by emphasizing the true; 
beauty, by emphasizing the beautiful. It being the judgment of the 
superintendent that the Board would prefer to know at first hand 
the conclusions of the three hundred and twenty superintendents, 
supervisors, principals, and teachers who have made the survey, 
the only suggestions otfered to the various committees have been 
in regard to keeping the reports within the space limits. The 
chief difficulty that confronted many of the committees was the 
restriction of the report in length. 

Words of appreciation are due to those who gave freely of 
their time and strength in traveling long distances to schools many 
miles removed and in attending committee meetings whose ses- 
sions lasted long after school hours, sometimes until late in the 
evening. They are also due each principal and teacher who helped 
carry in the schools the work of the absent investigator in order 
that the school system might be benefited by the experience and 
judgment of their representative. To appreciation must be added 
commendation of the boys and girls who entered into the spirit of 
the survey and by their good behavior and studiousness aroused 
no feeling of uneasiness in the minds of their teachers who, though 
absent, knew that all would be well with their young people. Much 
stimulating information was carried back to the pupils, often 



INTKODUUTOin' 



arousing in their minds a desire to see those others at work. It 
might be well during the coming year for the faculty of a school to 
decide upon a day when all will improve the opportunity afforded 
by the Rules of the Board for visiting schools and for the school 
to be dismissed on that day, thus making it possible for not only the 
teachers but also the pupils to spend a day in an environment and 
atmosphere different from that of the home school. 

ELLA FLAGG YOUNG, 

Superintendent of Schools. 



THE SURVEY 



PAGE 

The School Plant 3 

Administration i^ 

Child Study ^« 

Physical Education 3''' 

Humane and Moral Education 47 

Social Efficiency 51 

Music 59 

Training of Teachers 67 

Kindergartens 85 - 

Reading 91 

Spelling 101 

Penmanship HI 

Arithmetic and Mathematics 122 

Geography and Nature Study 136 

History 144 

German 156 

Art-Construction 164 

Industrial and Prevocational Education 178 

Commercial Education in High Schools 193 

Vocational Work in Technical High Schools 202 

Vocational Guidance 211 

A Bureau of Vocational Guidance 221 

Special Schools 226 

Penny Lunches 244 

Corrective Institutions 246 



SCHOOL PLANT. 

Chicago has about 300 buildings used for school purposes. 
These, with the grounds, equipment and furniture, have cost 
65 millions of dollars. Each year approximately six to eight per 
cent of the entire cost is expended in replacing old and unsuitable 
buildings with new, and enlarging the plant to keep up with 
the growth in school attendance; one and one-fourth per cent 
for repairs and maintenance; and three per cent for operation, 
which includes heat, light and janitor service. Thus ten to 
twelve per cent of the total cost is expended each year to keep 
the plant in operation, to keep it in repair, and to enlarge it to 
meet the demands of growth in attendance. 

The school buildings are of all ages, dating from 1856, the 
date of the erection of the oldest building now in use. The build- 
ings constructed in each year of the city's history since that date 
represented at the time of their erection the prevailing ideas in 
school architecture and equipment. As ideas changed in regard 
to this or that feature of school house construction, correspond- 
ing with the advance in methods of school administration, the 
older buildings were remodeled to meet the new requirements. 
Thus the newer theories of heating and ventilation, the demand 
for sanitary closets, the requirement of more light in the rooms, 
and for greater security from danger of fire, and the provid- 
ing of space and equipment for the later additions to the course 
of instruction, such as kindergartens, manual training and house- 
hold arts, have caused changes and betterments to be made from 
time to time which have cost, in the aggregate, many millions of 
dollars. 

The city endeavored to keep pace with the demands of the pres- 
^'nt day doctrine in school house construction and equipment dur- 
ing each year of the sixty represented by the life of the oldest 
building. An inventory of the entire school plant reveals a great 
variety in architectural styles, which was to bo expected; but it 
also shows that an attempt has been made to make an eqvial dis- 
tribution of school equipment, though this aim is yet very far 
from complete realization, and to bring about uniformly good 
conditions in those things which aflfect the health, the comfort 
and the safety of the pupils. 

The inquiry has been directed largely to the question of the 
suitability of the plant for the proper care of the pupils. Owing 



4 PUBLIC SCHOOLS. 

to the limited space available for the report, attention has been 
directed rather to a few things affecting the welfare of all pupils, 
than to a hasty and superficial survey of the entire system. The 
question of the suitability of the school houses and equipment 
for carrying on the various special lines of work has been left 
to the consideration of the committees who are to deal with those 
subjects. The high school buildings have not been considered in 
the chapter on the complete school plant. The Senn High School, 
however, with its equipment, is suggested as representing the 
ideas of the present in the equipment of the cosmopolitan high 
school. 

Complete School Plant. 

The special kind of room and equipment necessary for the 
teaching of the various subjects will doubtless be dealt with in 
detail by the committees who have those several subjects under 
consideration. The plant of an elementary school, to meet the 
;»resent day requirements in regard to the teaching and the care 
of the pupils, to conserve the health and vigor of the teachers, 
and to serve the community as a social center, must have at 
least all of the equipment listed below: 

For Teaching Purposes: Class rooms, with varying equipment 
to meet the requirements of the various subjects; kindergarten, 
manual training, cooking and sewing rooms, and other special 
rooms as needed, properly equipped; and space on the grounds for 
school gardens. 

For Administration : A principal's olRce, with a private office 
for cor.sultations; store rooms for supplies and movable equip- 
ment; a room for meetings of the faculty. 

For Health and Sanitation: A gymnasium, properly equipped, 
and separate from the assembly hall; play rooms or shelter rooms 
into which children may go while waiting for the doors to open 
in inclement weather, and for play space for pupils of the primary 
grades in bad weather; a bath room: a room for the use of the 
visiting nurse and physician; sanitary toilet rooms on each floor 
of the building; drinking water supplied on each floor; play 
ground space on the grounds sufficient to give an average of 30 
square feet per pupil. 

For Teachers: A rest room; a room properly equipped in 
which they may eat their luncheon; toilet rooms on each floor. 

Supplemental : An assembly hall on the ground floor, not com- 
bined with gymnasium, so constructed that it may be used for 
evening meetings without requiring the use of other portion* 
of the building; a library room for pupils' use; an adaptation 



REPORT OF THE SUPERINTENDENT. 5 

of the ground floor rooms for community center uses in the 
evening. 

An inventory of tlie elementary schools, given below, will show 
how near they come to realizing this idea of the complete sohool 
plant : 



4. 
5. 
6. 

7. 

8. 

9. 
10. 
11. 

12. 
18. 
14. 



Special Equipment — Elementary Schools. 

Percentage of 
No. of Schools Total No. 

Having. of Schools. 

Assembly Halls — 

On ground floor 66 

An first floor 39 

On second floor 1 

On third floor 87 

On fourth floor 20 

208 77% 

(Pour high schools and 61 elementary 
schools have no assembly halls). 
Gymnasiums — 

Separate gymns 48 

Combined assembly halls and gymns.. 29 

Assembly Halls, with apparatus 56 

Class rooms, with apparatus 26 159 67% 

Basement playrooms about 80% 

Bath rooms, used 76 27% 

Manual training room, with equipment. 226 73% 

Cooking room, with equipment 168 60% 

Dining room with cooking room 46 

Sewing rooms " 30% 

Kindergarten rooms, used 193 70% 

Library rooms " 66% 

Rest room for teachers " 66% 

Lunch room for teachers (sometimes 

same as rest room) " 42% 

Store room for supplies " 70% 

Store room for lumber " 50% 

A few rooms set aside for use of doctors and nurses 



In this inventory appear many rooms originally used as class 
rooms or basement playrooms and later adapted to special uses. 
In the newer schools provision has usually been made for all of 
the above equipment except the playrooms. There are a very 
few of the older schools which have practically none of this spe- 
cial equipment. A school which has no assembly hall, gymnasium, 
kindergarten, manual training room, cooking room, library room, 
or bath room, and which has but little playground space, should 
receive most earnest and immediate attention. 



PUBLIC SCHOOLS. 



School Grounds. 



In the early history of Chicago schools and of the districts 
in the suburban portions later annexed to the city, the mistake 
was made of not securing sites large enough to provide adequate 
playgrounds and space for possible additions to the buildings. 
When later enlargement of the grounds became necessary, it 
could only be done, in most cases, at great cost. Sometimes it 
was found to be impossible, for owners of the desired property 
would not sell, and the Board had no means of compelling a sale. 
In 1898 thp legislature enacted the law under which the Board 
of Education mny bring condemnation proceedings to secure land 
wanted for school purposes, and since the enactment of that law 
most of the elder sites have been enlarged by the purchase of 
adjoining property. In too many cases, however, adjoining prop- 
erty had been so improved as to place its value above the point 
which would justify its purchase for school purposes. 

In most cases of purchase of new sites in recent years, a 
half block, or a whole block of ground has been purchased, and 
the grounds are thus surrounded on three sides by the open 
streets, so that at no time in the future will there be any inter- 
ference with the proper lighting of the rooms by tall structures 
built near the school. Such sites give room for the proper plac- 
ing of the house, allow for possible additions, give play space, 
and permit of adornment by landscape gardening. When mak- 
ing additions to sites, the usual praatice has been to purchase to 
the street on three sides of the block, filling out a rectangle which 
is bounded by streets on three sides and by an alley on the 
fourth. An examination of the maps of 291 school sites gives 
the following result: The number of school sites now occupy- 
ing a whole block, and bounded by streets on the four sides, is 
24. Those bounded by streets on three sides, number 123. Those 
bounded by streets on two sides, either being corner lots or ex- 
tending through from street to street, and thus having two sides 
free from obstruction, number 110. The inside lots, extending 
from the street to an alley in the rear, but bounded on the other 
two sides by alleys or by private property, number only 34. 

A school site extending across the block in one direction and to 
about the middle of the block in the other direction, usually 
covers from 60,000 to 75,000 square feet. If it occupies more 
than half of the block, or the whole of it, the area will be be- 
tween 100,000 and 200,000 square feet. An examination of the 
291 sites above mentioned gives the following results : 



KEFORT OF THE SUPERINTENDENT. 7 

Number 

Area, Square Feet. ot Sites. 

300,000 or over 2 

200,000 and less than 300,000 3 

100,000 and less than 200,000 37 

70,000 and less than 100,000 62 

50,000 and less than 70,000 86 

30,000 and less than 50,000 74 

20,000 and less than 30.000 23 

Less than 20,000 4 

291 

These measurements show that approximately two-thirds of 
the sites are larger in area than an acre of ground, and nearly 
one-third of them are two acres or more in area. The policy of 
the Board in buying large sites is to be commended. The complete 
block, rather than the half block should be preferred, and this it is 
usually possible to get in the newer portions of the city. 

To enable one to judge as to whether these areas are sufficient, 
the number of pupils in the school must be shown in each case. 
A piece of ground 300 feet long and 250 feet wide furnishes 
75,000 square feet of ground. If the building and necessary ap- 
proaches cover about 30,000 square feet, there is left an area of 
45,000 for playgrounds, gardens, etc. If 30,000 is used for play- 
grounds alone, and the school has 1,000 pupils, this gives an aver- 
age of 30 square feet per pupil for play purposes. 

If 30 square feet of free, open playground space per pupil 
be fixed as the minimum amount necessary to permit of normal, 
healthful outdoor play of school children, we find that about 50% 
of the school grounds of the elementary schools provide that much 
or more space, and about 50% of them less than that amount. If 
20 square feet be fixed as the minimum, about 70% of the schools 
have that amount of space or more. In detail, the statement is as 
follows; only the space actually devoted or to be devoted when 
improved to playground use.s has been included : 

Less than 5 square feet per pupil 3 per cent of the school.^ 

Prom 5 to 10 square feet per pupil 8 per cent of the schools 

From 10 to 15 square feet per pupil 9 per cent of the schools 

• From 15 to 20 square feet per pupil 10 per cent of the schools 

From 20 to 25 square feet per pupil 13 per cent of the schools 

From 25 to 29 square feet per pupil 7 per cent of the schools 
Total less than 30 sq. ft. per pupil .. 50 per cent of the schools 

From 30 to 40 square feet per pupil 19 per cent of the schools 

From 40 to 60 square feet per pupil 17 per cent of the schools 

From 60 to 100 square feet per pupil 6 per cent of the schools 

Over 100 square feet per pupil 8 per cent of the schools 

Total 30 sq. ft. or more per pupil. . 50 per cent of the schools 



8 PUBLIC SCHOOLS. 

Unfortunately, some of the larger schools are among those 
which have the smallest playground s.pace, and of course the 
space per pupil in such cases is quite small. However, some of 
the largest of the schools in the congested districts are immedi- 
ately adjoining public playgrounds which are available during 
the school day for the school children. It should be noted in 
the case of many of the others which have small playground 
space, that the delay in securing larger space is owing to the hope 
of replacing the school by a new school on a larger site. When 
all allowances are made for such eases, there still remain about 
ten percent of the school playgrounds which have less than 15 
square feet per pupil. These should all receive immediate con- 
sideration. 

Playground Surface. 

About 60% of the playgrounds are covered with cinders and 
about 30% with brick. The remaining 10% have torpedo sand, 
bank sand, grass or prairie soil. No wholly satisfactory surface 
has yet been found. Brick is clean, but for children's play it is 
too hard. Cinders affords a more satisfactory surface for play, 
but in wet weather it is dirty and "tracks" into the house, and 
in dry wether it is dusty. Torpedo sand, where it has been tried, 
is generally preferred by the principals as compared with brick 
or cinders. Where the covering of sand is deep enough to keep 
the foundation of cinders or other material fully covered, it re- 
mains clean, and children are not hurt by falls as on cinders or 
brick. The children generally prefer the sand wherever there is 
an opportunity for choice. 

It is recomended that further trial be made of torpedo sand 
covering in new construction until Its qualities have been fully 
tested. 

Lawns and Gardens. 

Although two-thirds of the schools have grass plats, the qual- 
ity of the sod is good in comparatively few of them. In some 
cases buildings interfere with good sunlight, poor soil retards 
others, and some are plainly neglected. Fine specimens of Am- 
pelopsis Veitchii (Boston Ivy) and a few other vines cover parts 
of the walls of two-fifths of the buildings. They rescue the build- 
ings from bareness and give them dignity and home-likeness. At 
least a beginning has been made in i)lanting shrubbery about the 
grounds of about one-third of the schools. A few schools have 
such elaborate landscape gardening that they appear to be set 
down amid small parks. 



REPORT OF THE SUPERINTENDENT. 9 

Besides lawns, vines and shrubbery, forty percent of the 
schools have gardens, which indicates the rapid growth of the 
interest in plant culture. During the growing season the engineers 
have much less work to do than during the winter months, and 
it should be a part of their regular duties to assist the school in 
preparing for planting. Also, they should be responsible for the 
care of all plants during school intermissions, especially durint? 
the summer vacations. In every school building there should 
be a room heated separately, where plants may be kept during 
week ends and during vacations in winter. 

Basement Play Rooms. 

With few exceptions the school buildings erected previous to 
1907 were three-story-and-basement buildings. That style was 
somewhat wasteful of space and for that reason not economical 
in respect of cost. The new buildings are so constructed that 
all space inside of the walls may be utilized for school pui*poses. 
There is no longer a basement, whose waste spaces may be used 
for play rooms for the children, or places in which they may go 
in bad weather while waiting for the doors to open. About 80% 
of all buildings have such play room space, and only the buildings 
of the ground-level type are without them. The fact that all 
the space may be used for school rooms makes the use of a portion 
of it for play purposes appear to be an unwarranted expenditure 
of money, in view of the difficulty of keeping up with the growing 
demands for actual school rooms. However, a waiting place or 
shelter for pupils who come too early to school in inclement 
weather appears to be not only desirable, but necessary. A space 
the size of an ordinary school room on each end of the building 
is sufficient, and it may be adapted to other school uses during 
the day. It is recommended that a return be made to the practice 
of providing these so-called play rooms or shelter rooms in new 
buildings. 

Fire-Proof Buildings. 

There are 52 school buildings of (Ai or flre-proof construction 
throughout. 24 of (B i or semi-fire-proof construction, having fire- 
proof stairways and corridors, and 6 which are of semi-fire-proof 
construction with fire-proof additions constructed later. In all of 
these 82 buildings, as well as in the portable, one-room buildings 
in use in many parts of the city, the children are as secure from 
actual injury by fire as they are on the open playgrounds. 

The total number of pupils in the public schools at the close 



10 FL'BLIC SCHOOLS. 

of March, 1914, was 275,526. In these 82 buildings and in the port- 
ables, at the close of March, 1914, there were: 

In the 52 flre-proof buildings 48,348 

In the 24 seml-fire-proof buildings 21,338 

In the 6 composite buildings 6,491 

In the 170 portable buildings 6,500 

Total 82,677 

This is 30% of all of the pupils in the public schools. 
Fire-Proof Additions to Old Buildings. 

It would be difficult to judge of the actual danger from tire to 
a child seated in a fire-proof or semi-flre-proof addition, if the 
old portion of the building should be in flames. The question of 
control and direction in emergency must be considered. But con- 
sidering only the actual danger of injury from fire while in the 
school room or on the way out of the building through the flre- 
proof corridors and down flre-proof stairways of that portion of 
the building in which his school room is situated, there is no 
probability, scarcely any possibility, even, of injury. In the flfty- 
flve flre-proof and scmi-flre-proof additions to school buildings, 
there were housed at the close of March, 1914, 29,137 pupils, or 
about 11% of the total. The assembly halls of such schools, in 
nearly all cases, are in the new portion of the building, on the 
ground floor, so that danger from fire or panic while the children 
or adults are assembled in the hall is scarcely to be considered. 

If we may be permitted to add these to the 30% of the pupils 
who are unquestionably safe, we find that about 41% of the pupils 
may be considered as free from danger of injury by flre. 

The remaining 60% of the pupils are housed in buildings of 
the old type of construction. Although experience has shown 
that the flre-hazard, both for buildings and pupils, is quite small, 
yet the danger is always to be guarded against; and the flre drill, 
with its consequent tendency toward orderly control in emergency, 
is the best means for ensuring safety from flre, and from the dan- 
gers of panic resulting from real or supposed danger from flre. 

It is recommended that consideration be given to the question 
of providing incombustible stairways, and flre-proof floors and 
ceilings for the corridors, in the 200 buildings and parts of build- 
ings which are of the ordinary construction. If this were done, 
the pupils would be practically as safe from actual danger from 
fire as in a semi-fire-proof building. The flre-hazard, as has 
been said, is quite small, with the buildings as they are now, yet 
the assurance of complete safoty nuKht to be given. This recom- 



REPORT OF THE SUPERINTENDENT. 11 

mendation will appear the more reasonable when it is realized 
Lhat most of these buildings are of such substantial character that 
they will probably be in use for the next forty to fifty years. 

Lighting of School Kooms. 

The regulations of the Board, as well as the building ordin- 
ances of the city of Chicago require, in new construction, that a 
school room shall have outside window glass area equal to 20 per 
cent of the floor area of the room. It is only within the last 
fifteen years that this requirement, thought to be the minimum 
necessary for good lighting of a school room in Chicago in all 
seasons of the year, was put into force. It goes without saying 
that many of the older buildings do not meet these requirements. 
An examination of 2174 class rooms in 105 buildings gives the fol- 
lowing results: 

PERCENTAGE OP GLASS AREA COMPARED WITH FLOOR AREA. 

Rooms Having No. of Rooms. No. of Pupils. 

20% or more 715 81,216 

18% and less than 20% 327 14,156 

15% and less than 18% 545 24,883 

12% and less than 15% 440 20.252 

»% and less than 12% 105 4,729 

Less than 9% 42 1,991 



2,174 97,227 

This would indicate, for all elementary and kindergarten class 
rooms, the following: 

20% or more of glass area 33% of all class rooms 

18% and less than 20% 15% of all class rooms 

15% and less than 18% 25% of all class rooms 

Total — above 15% 73% of all class rooms 

12% and less than 15% 20% of all class rooms 

9% and less than 12% 5% of all class rooms 

Below 9% 2% of all class rooms 

Total — below 15% 27% of all class nooms 

Many of the rooms which show a small percentage of glass 
were not originally intended for class rooms. Some of them are 
ground floor rooms, in the three-story-and-basement style of build- 
ing, and overcrowding of the school has brought about their use 
as class rooms. In other cases the fault is clearly one of con- 
struction at a time when less importance was attached to the 
question of proper lighting of school rooms. 

The height of the top of the glass above the floor is fixed at 
not less than one-half the width of the room in new construction. 



12 PUBLIC SCHOOLS. 

The lighting of some wide rooms in old buildings is faulty be- 
cause of windows which are low in comparison, but this fault 
can usually be corrected by proper placing of seats. 

It is recommended that immediate consideration be given to 
those rooms showing less than 12% of glass area. In some in- 
stances, the window openings can be made larger at small ex- 
pense. Certainly, where but two or three such rooms exist in 
a large school building, the expense should not be considered pro- 
hibitive. 

Many rooms in houses built previous to 1894 have windows 
in the rear of the room, as well as at the side. These make bad 
cross lights for the pupils and are trying upon the teacher who 
is obliged to face the light. It is probably impractical to change 
these conditions in an entire school building in the majority of 
cases, by enlargement of window area on the side and closing 
of rear windows, on account of the great expense involved, and 
for architectural reasons. 

Heating and Ventilation. 

In all of the school buildings, except a few small schools and 
branch buildings of one to four rooms on the outskirts of the 
city, the one-room portable buildings and eight old buildings in 
the older portion of the city, the plenum system of heating and 
ventilating is used. By that is meant the method of heating the 
air to the proper temperature by means of steam coils and forc- 
ing it into the rooms by a blower. In about 257o of the schools, 
additional heat is supplied in very cold weather by a system of 
steam coils in the rooms. The amount of air to be supplied, as 
required by city ordinance, is 2-4 cubic feet per minute. The cold 
season had ended when this survey was begun, and there was 
therefore no opportunity for uniform tests of the heating and 
ventilation systems, but the records of the Chief Engineer's office 
show that, on tests, all of the heating plants in schools in which 
the plenum system is used came up to the Board's requirement 
of 30 cubic feet per minute per pupil. In the newer .schools the 
tests showed 36 to 45 cubic feet. A device for supplying moisture 
to the air, known as a humidifier, is in operation in about 35% 
of the schols. Tests show that these keep the air at about 42% 
to 45% humidity, which is not much below the standard of 50% 
generally accepted. 

In all new construction, the air supply is taken in at some 
distance above the surface of the ground — in some cases 30 to 
50 feet above the street level. In about 25% of all schools, the 
intake is 15 feet or more above the ground; in about 20% of 



REPORT OF THE SUPERINTENDENT. 13 

the buildings the intake is from 5 to 15 feet above the ground; 
while in 55% of the buildings, the intake is less than 5 feet above 
the ground. In about 15% of the buildings (included in the 55% 
last mentioned s it is at ground level or less than one foot above 
the ground. The intake at or near the surface of the ground is 
objectionable because much dust, and, on dry and windy days, 
quantities of light flying particles, are drawn in by the suction 
of the fans and sent up to the rooms with the air. Where they 
are lower than 15 feet, the intakes should be changed where pos- 
sible, so as to take in the air at a higher level. 

The small branch buildings and the one-room portable build- 
ings are heated by hot air furnaces or jacketed stoves, with 
fresh air intakes, which supply an amount of fresh warmed air 
much less than is required for perfect ventilation. For these 
rooms, the method of ventilation by partly opened windows in 
less severe weather, and by occasional "blowing out" of the rooms 
by opening the doors and windows for a minute in severe weather, 
is the best method of keeping the air comparatively fresh. An 
improvement in the jacketed stoves which will bring about a 
greater draft in the foul air exhaust and in the fresh air ducts 
is about to be installed in ^.ome of the new portables. In ten 
of the small branch schools on the borders of the city and in a 
few rented rooms stoves are used; but in practice, wherever there 
is prospect that the branch will not soon be abandoned, jacketed 
stoves are supplied, with fresh air intakes, as in the portables. 
Eight of the older school buildings in the city are heated by what 
is termed the gravity indirect system, which means that the air 
is heated by steam coils instead of in a furnace, and is conducted 
to the rooms through flues as in the case of the hot air furnace, 
but is not forced in under pressure. They are to be preferred to 
furnaces on account of the freedom from gases and smoke. Where 
these buildings have not been supplied with new heating installa- 
tion it has been because of the expectation that they would be 
abandoned soon or replaced by new structures. The observations 
made concerning ventilation of buildings heated by furnaces and 
jacketed stoves will apply to these. 

While the number of pupils in the buildings heated by other 
than the plenum system is large, considered by itself, the total is 
less than 6% of the membership of the schools. Approximately 
one-half of them are in the portable buildings, which, considered 
from the standpoint of comfort and sanitation, are not objec- 
tionable. 



14 PUBLIC SCHOOLS. 



Toilet Rooms. 



Toilet rooms for pupils are on the basement iloor or ground 
floor of the building in approximately 80% of the schools; the 
20% having the toilet rooms on each floor are the new schools 
and additions built since 1905. In all but about 8% of the schools 
inspected for this survey, the principals reported the present 
arrangements, the fittings and the present condition of toilets 
satisfactory, except that the opinion prevails that there should 
be toilet rooms on each floor of the building. They are generally 
well lighted, well ventilated, well cleaned. 

It is recommended that Vk^herever possible, toilets for pupils 
be placed on each floor. This is particularly desirable for pupils 
housed in the upper floor of the building. The appointment of 
matrons for basement toilets for girls has been found necessary 
because of faults of construction which ought to be remedied. 
Torlet rooms for teachers should be on each floor, wherever pos- 
sible. 

There are some small schools and branch schools on the borders 
of the city, beyond the farthest extension of the city sewer system 
and water system. For these the sanitary arrangements are 
necessarily those that are possible in a rural community. Where- 
ever the sewer system and water system have been extended, sani- 
tary flushing toilets have been installed. 

Adequacy of the Plant. 

The Chicago school plant has never been adequate to house 
all of the pupils in buildings owned by the Board, so that they 
could attend school all day. Some have been housed in rented 
quarters and others could attend but half of the school day. It 
is not to be expected thai the school buildings will ever be en- 
tirely adequate to house the pupils so long as the city continues 
to grow. The chief difficulty is the rapid increase of school popu- 
lation in unexpected places. Yet the city is better ofl" today in this 
respect than ever before, in spite of the fact that new construc- 
tion, largely because of fire-proofing requirements, costs at pres- 
ent nearly twice as much per sitting as it did twenty years ago. 
Twenty years ago the number not provided for in all day sessions 
in buildings owned by the Board was 127 in each 1.000 pupils 
in attendance. Ten years ago the number was 55 in each 1,000. 
Today the number is 20 in each 1,000. Part of the decrease in the 
number not provided for has been brought about by the use of 
the one-room portable buildings. Compared with the temporary 
rented quarters formerly in use, they are much to be preferred, 






REPORT OF THE SUPERINTENDENT. 15 

and may be built at a cost of about $20 per sitting. If we count 
the pupils in portables as among those not properly provided for, 
the number in each 1,000 should be reckoned as 40 instead of 20. 
The chief gain by their use has been the providuig of comfortable 
and sanitary temporary school rooms, so that 6,500 pupils may at- 
tend school all day instead of half a day. 

Conclusion. 

The suggestions and recommendations thought to be suitable 
have been made in connection with each portion of the subject 
treated. The inquiry has been confined, as was said in the begin- 
ning, to only a few phases of the subject, and mainly to those 
affecting the health, comfort and safety of the pupils. 

WiLLAM M. Roberts, Chairman. 
Chester C. Dodge, 

Principal Mitchell School. 
Albert W. Evans, 

Principal Farragut School. 
Avon S. Hall, 

Principal Medill High School. 
Genevieve Melody, 

Principal Park Manor School. 
Ida Mighell, 

Principal Bryant School. 
Mary I. Purer, 

Principal LaFayette School. 

The Committee was assisted by the senior students of the Chi- 
cago Normal College who collected much of the data, particularly 
that for the reports on size of playground space used, surfacing of 
playgrounds, school gardens, and on lighting of rooms. 



16 PUBLIC SCHOOLS. 



ADMINISTRATION. 

Teachers — The present rules of the Chicago Board of Education 
carefully safeguard the children of our city by vigorously exclud- 
ing the untrained and the inexperienced applicants for teaching 
positions, but no such high standard is required of those seeking 
executive or administrative positions. While these must be ex- 
perienced as teachers, they are not required to have had any 
previous executive or administrative experience; nor is any way 
open whereby Chicago may secure the services of many persons 
who are elsewhere filling positions of this character with marked 
efficiency and eminent success. In order to correct this manifest 
defect, your Committee recommends the adoption of the following 
rules governing entrance examinations for principals of schools: 
(Proposed changes in capitals). 

I. EXAMINATION FOR CERTIFICATES: 

Principals. Candidates for certificates of principals of ele- 
mentary schools must present credentials showing: 

(1) (a) Graduation from an accredited college, and (bi Four 
years of successful experience in graded school work; or 

(2) Five years of successful experience as a superintendent of 
a system of schools; or as principal of a graded school, not more 
than half of whose school day has been devoted to teaching; or 

(3) Five years of experience in the Chicago schools, as a head 
assistant with an efficiency mark of "excellent" or "superior". 

They will be examined in one major and five minor subjects, 
as indicated below, and must attain a general average of eighty 
per cent. Major: Professional Study. 

Minors: (1) English. 

(2) Mathematics. 

(3) One of the following: (a) Geography (Political, 

commercial, physical), (b) General history and 
civics. 

(4) One of the following: (a) Physics, (b Chemistry, 

(c) Botany, (d) Zoology, (e) ANY FOREIGN 
LANGUAGE. 
(5) One of the following: (a) Drawing, (bi Vocal music. 
(c) Physical education. 



REPORT OF THE SUPERINTENDENT. 17 

(Added) Oral Mvamination of Candidates to Supplement the 

Written. 

Inasmuch as many Normal Sclioois are now manitained in Illi- 
nois by public taxation, of which Chicago pays a large part, and 
from which Chicago should secure some returns, it is recom- 
mended that graduates of these schools be admitted to examina- 
tion for teachers' certihcates without the teaching experience re- 
quired of those not graduating from Chicago Normal College. This 
principal is emboidied in the following proposed rules for ele- 
mentary and high school certificates. 

Teaching in High Schools. 

Candidates for General Certificates of Teachers of Academic 
Subjects in high schools must present in advance credentials show- 
ing the following: 

1. (a) Graduation from an accredited college, and 

(b) Two years of successful experience in graded schools 
of good standing; or 

2. (a) Graduation from an accredited college and 

(b) GRADUATION FROM ANY ACCREDITED NORMAL 

■SCHOOL; and 

(c) One year of successful experience in graded schools. 
Note.— COLLEGE GRADUATES MAY SUBSTITUTE FIVE 

MAJORS IN EDUCATIONAL COURSES IN PLACE 
OF ONE OF THE REQUIRED YEARS OF EX- 
PERIENCE. 

Teachers in Elementary Schools. 

Candidates for Certificates of Teachers in Elementary Schools 
must present credentials showing the following: 

1. (a) An education equivalent to that indicated by the 

public high school course of Chicago, and 
(b) At leasi four years of successful experience in graded 
school work; or 

2. (a) GRADUATON FROM AN ACCREDITED COLLEGE; 

and 
(b) Two years of successful experience in graded school 
work. 
Note.— COLLEGE GRADUATES MAY SUBSTITUTE FIVE 
MAJORS IN EDUCATIONAL COURSES IN PLACE 
OF ONE OF THE REQUIRED YEARS OF EX- 
PERIENCE. 



18 PUBLIC SCHOOLS. 

3. GRADUATION FROM AN ACCREDITED NORMAL 
SCHOOL. 
They will be examined in the subjects named below, and must 
attain a general average of seventy-five per cent with no subject 
below fifty per cent. 
Professional study. 
English. 
History. 
Geography. 
Mathematics. 

Science — Elements of physics, biology, physiology 
and chemistry. 

DRAWING OR MUSIC OR PHYSICAL EDUCA- 
TION TO COUNT HALF CREDIT. 

Teachers in Kindergarten, 

Candidates for Certificates of Teachers in Kindergartens must 
present credentials showing the following: 

(a) An education equivalent to that indicated by the public 
high school course of Chicago, and 

(b) Graduation from an accredited kindergarten training 
school; 

(c) Omit. 

Change last sentence in note, as follows : 

EACH CANDIDATE WILL BE REQUIRED TO SING SIMPLE 
KINDERGARTEN SONGS AND TO ACCOMPANY HERSELF ON 
THE PIANO. 

II. APPOINTMENTS : 

On the broad, general principle that the vacant position should 
be filled by the best qualified applicant, and on the further prin- 
ciple, axiomatic in its simplicity, that the mere date upon which 
a candidate qualifies is not a factor in efliciency of service, we 
make the following recommendations : 

Principals. 

1. That the choice of principals be not influenced by the date 
on which the certificate was obtained. 

2. That principals' certificates held by teachers in the Chicago 
School System, whose efliciency marks are "Excellent" or "Su- 
perior" be not required to lapse by reason of time. 

Teachers. 

1. That there be but one elegible list, and that teachers' 
names, when placed on the list for assignment, be inserted accord- 
ing to their merit record. 



REPORT OF THE SUPERINTENDENT. 19 

2. That assignment from the eligible list be made under the 
same rules governing transfers. 

III. SUPPLEMENTARY SCHOOLS. 

The various activities that may be carried on in a school build- 
ing are so closely inter-related that the work may be more effi- 
cient if all of the activities are placed in charge of the same prin- 
cipal. An efficient principal of a day school is a power for good 
in the district, and can be more useful to that community than 
any other who comes into school for short periods to conduct 
evening school, vacation school, social center, etc. 

We, therefore, recommend that, wherever possible, the prin- 
cipal of the day school be ipso facto principal of all the school 
activities conducted in the building. 

IV. PROMOTIONAL SYSTEM. 

After due consideration of the operation for several years of 
the so-called Promotional System, and in view of the well known 
fact that a very large number of teachers really neglect their 
school work or injure their health in preparation, the committee 
is unanimous in recommending that the present system of promo- 
tion of teachers and principals be abolished. 

V. TRANSFER OF TEACHERS. 

The rules governing the transfer of teachers have grown out 
of a very commendable desire to place teachers, as far as pos- 
sible, in schools of their own choosing where they may work hap- 
pily. This freedom of choice has been abused by some to the 
extent of making application for transfer to many schools, (as 
high as twenty-five' and for many grades, (as high as the entire 
eight of the granjmar grades . It not infrequently happens that 
a transfer, made for purely geographical reasons, occurs during 
a semester, and that many other transfers follow in its wake, 
thus interfering with the work of many rooms. To obviate these 
defects, the following recommendations are made: 

1. That transfers of teachers during a semester be avoided 
when possible; that other transfers be ordered to go into effect 
at the beginning of the next semester. 

2. That application for transfer to more than six schools, or 
in more than three 'grades and these successive, be not effective 
unless approved by the superintendent of schools. 

VI. EXTRA TEACHERS. 

That an extra teacher be furnished to every first group ele- 
mentary school, and that the Rules of the Board be changed so 
that it shall be her duty to substitute when required, and to 
assist retarded pupils. 



20 PUBLIC SCHOOIS. 

VII. SUBSTITUTES. 

It is the general verdict that experienced teachers render 
more valuable service as substitutes than do beginners. High 
school schedules for substitute's pay are recognized facts. It is. 
therefore, recommended that in the elementary schools, four 
dollars per day be paid to experienced teachers for substitute 
service and that three dollars per day be paid to those who have 
never been assigned as teachers. 

VIII. CHICAGO NORMAL COLLEGE. 

The Chicago Normal College now receives students graduat- 
ing from high schools upon examination for entrance. Colleges 
throughout the Central West, including the State Universities, 
accept our high school graduates upon a certificate system and 
without examination. The Chicago Normal College is supported 
entirely by public taxation as are the public high and elementary 
.schools and the State University. Its privileges should, therefore, 
be available to all citizens on the same conditions as are the 
privileges of all other public schools. The door of opportunity 
should be as wide open there as it is from grade to grade of the 
preceding schools. We recommend : 

1. That the Chicago Normal College be made a public school. 
open to all, admitting residents of Chicago on the certificate sys- 
tem employed by the large universities, subject to present physi- 
cal examination requirements. 

2. That the facilities of the Chicago Normal College be in- 
creased and made accessible to pupils in the various parts of the 
city. 

3. That the graduates from the Chicago Normal College be 
granted certificates to teach in the Chicago School System. 

IX. RE-CLASSIFICATION. 
The separation of the Elementary School and the High School 
creates a break in the educational progress of the children which 
operates to their distinct disadvantage. The immature graduates 
of the eighth grade on entering the high schools begin an educa- 
tional training under too many teachers, too much machinery, and 
under conditions demanding too much responsibility without the 
close personal supervision of a particular advisor. As a result. 
many fail to adjust themselves and are easily lost in these strangp 
surroundings, for which they have not been especially trained. 
No wonder that a very large per cent of these pupils do not remain 
in the High schools to take up the work of the tenth grade. In 
order that there may be better articulation of these two parts of 
our public school system, a more gradual transition from the work 



REPORT OF THE SUPERINTENDENT. 21 

of the Elemenary school to that of the High school, and a more 
satisfactory grouping of pupils based on similar physical and 
mental development we recommend: 

1. That the ninth grade be taken from the high schools and 
placed in the elementary schools. 

2. That the seventh, eighth, and ninth grades be treated as 
a unit and operated departmentally. 

X. PROFESSIONAL VERSUS COMMERCIAL STANDARDS. 

While we gladly recognize the spirit of devotion to their pro- 
fession which characterizes the great majority of the teaching 
force, we, as a committee, feel that we should fail in our duty if 
we did not notice a tendency which unfortunately appears to be 
growing. Out of the struggle for reasonably decent pay, and out 
of the introduction of much technical and vocational work, has 
arisen a feeling among a large number of teachers that- they are 
hired by the hour. Imagine a Pestalozzi, a Froebel, or a Or. 
Arnold working by the hour. Until plastic human material be- 
comes as inert as wood and iron, no real teacher will consent to 
have his work measured by a time standard. Like the good min- 
ister, the good nurse, and the good physician, the good teacher 
gives generously of himself; and professional pride is the highest 
incentive that can be placed before any teacher. In no walk of 
life are the possibilities of harm arising from the commercial 
standard of time as distinguished from the professional standard 
of service as great as in the school room, and no one wants his 
child trained to the idea that the service rendered by them [o 
society should be measured in hours. 

Equipment 

I. While the committee recognizes the improvements the last 
few years have brought in equipment, in that many more schools 
are supplied with facilities for Manual Training, Household Arts 
and Science, and the Kindergarten, yet, as changes need to be 
made only where improvement is desired, we shall give especial 
attention to those phases of our equipment which it seems to us 
can be made better. In many instances the difficulties do not arise 
from the quality of the equipment, but from the delay in its in- 
stallation. After the building is completed and occupied, it fre- 
quently takes months to get, not some unusual or new equipment, 
but the regular equipment to be found in other schools. In many 
instances supplementary appropriations have to be made. We, 
therefore, recommend : 

1. That every school building, high and elementary, have a 



22 PUBLIC SCHOOLS. 

standard permanent equipment, approved by the Superintendent 
of Schools. 

2. That so far as possible this equipment be included in the 
original contracts for the building. In this connection we would 
especially recommend the equipment of bath rooms, sewing rooms, 
cooking rooms and manual training rooms. 

Among the conveniences not usually, or at all events not always, 
provided, and which we believe should be included in the original 
contracts for new buildings, we would call especial attention to 
the following: . 

1. Adequate storage room for supplies and supplementary 
reading. 

2. A teachers' rest room, simply but suitably furnished. 

3. A teachers' lunch room, properly equipped. Not only 
ought the teachers to have this anyway, but the effect on the school 
of the teachers' meetings held incidentally and unconsciously 
while they eat together can hardly be overestimated. 

4. A general reading room, adjacent to or connected with the 
principal's office. 

5. A teachers' wardrobe and suitable accommodations for sup- 
plies and books in every class room. The design for all cases 
should be approved by the Superintendent of Schools, that they 
may be modern, commodious and suited to the materials and sup- 
plies for art, construction work, etc., as well as for books. The 
ordinary bookcase does not fulfill the requirements. 

6. An automatic clock in every class room, run by a master 
clock in the principal's office. 

7. Double window shades. In texture and color those fur- 
nished the Senn and Hyde Park High Schools have proved satis- 
factory. The improvement in the lighting of the rooms made pos- 
sible by the use of these double shades is so great that we recom- 
mend their installation in all buildings, old and new. 

8. A desk for every teacher, similar to those now furnished 
principals. 

II. The following two points in the construction of our build- 
ings deserve attention: 

1. All boys' toilet rooms should be equipped so as to insure 
privacy. 

2. The height of the hooks in the dressing rooms and of black- 
boards in class rooms should be suited to the grade of the pupils. 

III. The provision made for that part of our equipment which 
comes out of the Educational Fund is much more inadequate than 
for that which comes out of the Building Fund. Any elementary 
school that has a stereopticon or a duplicator has purchased it 



REPORT OF THE SUPERINTENDENT 23 

from money raised by school entertainments or by the teaching 
force. Yet stereopticons and slides have been obtained to such 
extent that the Board makes a table especially for stereopticons 
and furnishes the Projection Club room for the storage and dis- 
tribution of slides, and duplicators are in such general use that 
the Board keeps mimeograph paper and ink among the regular 
supplies. It seems to the committee that the money raised by 
entertainments ought not to be spent for what in the present day 
are educational necessities, and we therefore recommend that the 
Board of Education make provision for furnishing schools with 
stereopticons and duplicators, and we further recommend that 
the Board of Education take over the property of the Projection 
Club and maintain it for the benefit of the schools. There are 
also certain office devices which are rapidly becoming necessities. 
Autographic letters are rare in the business world, and the type- 
writer is in such common use that our own central offices think 
nothing of requiring our lists of graduates to be typewritten. 

We, therefore, recommend that each school office be furnished 
with a typewriter and filing devices. 

We now come to the perishable equipment, for which the 
Board of Education makes some, but not adequate appropriation, 
i. e., books, maps, charts and globes. Here again the money raised 
by the entertainments helps out and maintains the efficiency of 
the schools. In our opinion the funds raised by the schools should 
not be used in this way; they should be devoted to such purpose 
as beautifying the school. We, therefore, recommend : 

1. That every new school building be granted a larger initial 
appropriation for supplementary reading, reference books, maps, 
charts and globes. 

2. That the annual per capita appropriation for supplementary 
reading, reference books and illustrative material be increased. 

As to the administration of these appropriations, we make the 
following recommendation for the reasons indicated : 

1. That principals be authorized to order supplementary read- 
ing and fund books within the limits of their appropriation, di- 
rectly from the publishers and to present the O. K.'d bills to the 
Business Manager for payment. The delay in supplying fund 
books at the beginning of a semester is frequently measured by 
weeks rather than days; and this causes an irreparable loss to 
both the individual pupil and the class. 

2. That the annual appropriation for schools be made so that 
any excess in one fund in a given school may be transferred to 
another fund of the same school on and after the beginning of 
the second semester of the year for which the appropriation is 



24 PUBLIC SCHOOLS. 

made. It is impossible to predict accurately the needs of a school 
for a year; practically every year high school principals have to 
ask one department to scrimp in order to help out another depart- 
ment, and if the real need of the school is in the rental of a type- 
writer that every member of the class may have a machine, the 
fact that there is still money left for typewriter ribbon and paper 
is at present no advantage. In neither private nor public budgets 
is it possible to segregate expenses accurately for a year in ad- 
vance. Either the possibility of transfer from one fund to another 
or a generous appropriation for general purposes is necessary for 
the wise administration of each school. 

3. That an itemized statement of the cost of all equipment and 
supplies delivered to the school by the Bureau of Supplies be 
sent to every school at least once a month. 

In the matter of industrial and vocational training, the com- 
mittee recognizes the value of the beginnings which have been 
made, the handicaps under which these experiments have been 
conducted, the necessity of continuing and extending the work, and 
the desirability of the greatest possible freedom in these attempts 
along new lines. In a system in which the average classes nat- 
urally run large, it is of course difficult to find the means for work 
which requires expensive equipment and small classes, not to 
mention the further difficulty of obtaining competent teachers. 
Yet so great is the necessity of actually showing the willingness 
and the ability of the general school system to handle this work 
and the necessity of a larger revenue for school purposes, that 
we recommend the largest possible appropriation for the continua- 
tion and extension of the work already began along the lines of 
industrial and vocational training. 

Supplies. 

1. The Commiltee on Administration sent out questionnaires 
to sixty-flve schools to ascertain the concensus of opinion as to 
supplies. The increased efficiency of the department, the simpli- 
fied method of ordering and the regular delivery afford general 
satisfaction. At those schools having storage facilities that admit 
of ordering supplies in quantities, the principals report little diffi- 
culty in maintaining a working stock. Where supplies must be 
ordered as needed, the conditions are radically different, for fre- 
quently it is impossible to obtain standard supplies in daily use 
for weeks at a time. This hampers the efficiency of the teaching 
force, is a factor causing the retardation of pupils, and necessi- 
tates the re-ordering of materials through a number of weeks, 
sometimes months. 



REPORT OF THE SUPERINTENDENT. 25 

The Supply Department should be thoroughly acquainted with 
the probable needs of the schools throughout the school year; the 
order clerks should have constant and definite knowledge of the 
stock on hand, and an adequate minimum reserve supply should 
always be maintained. A complex business system, many bureaus 
with a consequent division of responsibility, and inefficient help 
seem to have caused these conditions. The committee, therefore, 
recommends : 

(a) That some simple but up-to-date system be established in 
the business department to procure and distribute supplies 
promptly, and to fix responsibility for unbusiness-like delays. 

(b) That a stock of standard supplies be kept, sufficient to 
meet the demands at all times. 

(c) That some method of filling back orders be enforced so 
that it shall not be necessary to duplicate requisitions. 

2. The list of supplies has not been revised for several years. 
Pottery for drawing, carbons for stereopticons, rubber stamps of 
the alphabet and digits, cards for mounting pictures, cross section 
paper and other supplies have grown into general use. Many of 
the printed forms might be eliminated; others need simplification 
and some should be added. 

3. Some provision should be made for certain office supplies. 
There are a number of incidental expenses, which most of the 
principals meet out of their own pockets rather than have their 
schools suffer. We, therefore, recommend that each elementary 
school be given an annual appropriation, depending in amount 
upon the membership, but in no case to exceed $50.00, for inci- 
dental office expenses, to be accounted for in the same manner 
as the similar appropriation to high schools. 

4. The telephone is a powerful aid in controlling attendance 
and maintaining discipline, but its use is restricted because of the 
expense involved. We recommend that the telephone company 
furnish specially marked slugs to be used for these purposes. 

5. Inasmuch as schoolhouse supplies are entirely distinct 
from educational supplies, and are ordered through a dififerent 
department, we recommend that each engineer be provided with 
an order book and be responsible for ordering all supplies for his 
department. 

6. In the department of industrial education, an unusual con- 
dition obtains. All supplies for the first three grades are fur- 
nished; lumber for all manual training is provided and quite gen- 
erally the boys take home the finished product. 

In the cooking department a pro rata allowance is made for 



26 PUBLIC SCHOOLS. 

each girl. For the sewing, the only provision is a very small ap- 
propriation, insufficient to provide even a few general supplies. 
Tn many districts this entails a distinct hardship upon the girls 
and often a very considerable bill of expense upon teacher or 
principal : Therefore, we recommend that sewing be put upon 
the same basis as cooking and manual training, by being given 
a pro rata appropriation based upon membership. 

7. Systematic industrial work in the lower grades is a com- 
paratively recent innovation and we appreciate that the depart- 
ment is not yet efficiently organized. With increased familiarity 
with the materials and their use, much friction and delay will 
doubtless be eliminated. However, as this committee has definite 
knowledge that supplies actually in stock have been marked "out," 
and that there has been, w^hat seems like, unnecessary delay in 
filling orders filed by the head of the department and principal!<. 
we recommend that there be employed at the supply rooms a clerk 
familiar with the work of the schools and with construction ma- 
terial, whose duty it shall be to keep in stock, apportion and send 
out construction supplies under the direction of the head of the 
department. 

8. The pre'sent method of procuring supplies for the various 
science departments of the high schools is too slow" and too ex- 
pensive. Classes are frequently put to inconvenience because 
materials needed for their use are not delivered at the proper time. 
In addition, the prices quoted by the science supply companies 
for the delivery of small allotments of such supplies to each de- 
partment of the many high schools are far in advance of the 
prices which could he obtained if the Board of Education would 
purchase those supplies at one time in large quantities. We. there- 
fore, recommend: 

(a) That a standardized list of supplies for high school seienc^ 
be made, and that a stock of the same be kept at the supply rooms. 

(b) That a clerk familiar with such scientific material bt^ 
employed to order and apportion such supplies. 

9. The printing department now located at the Chicago Normal 
College is to be greatly commended for its efficient service while 
laboring under many handicaps which tend to prevent it from 
being a most valuable adjunct of the Chicago school system. The 
department should be enlarged and located where the responsible 
heads could make the most valuable use of it for thp immediate 
benefit of the whole school system. We, therefore, recommend 
that the printing department be removed from the Normal Col- 
lege, more fully equipped and more centrally located. 



REPORT OF THE SUPERINTENDENT. 37 

We suggest the consideration of the supply rooms as a pos- 
sible location. 

William C. Dodge, Chairman. 
Morgan G. Hogge, 

Principal, Harper School. 
Hariiy Keeler, 

Asst. to Prin. Englewood High School- 
Hiram B. Loomis, 

Principal, Hyde Park High School. 
Jane A. Neil, 

Head Asst., Norwood Park School. 
Wilma Rhinesmith, 
Teacher, Stewart School. 
" Katherine S. Rueff, 

Head Asst., Mozart School. 
Georgia A. Seaman, 

Principal, Bradwell School. 



Minority Report. 

Your minority believes that until the time arrives when the 
corps of teachers in any school has a large voice in the selection 
of the principal of that school, lack of leadership will not be over- 
come; that the accepted method of securing principals offers no 
incentive for educational leadership, and the great disproportion 
in salary between those occupying teaching positions and the few 
who occupy supervising positions, only emphasizes this lack of 
pfficiency in the manner of selection; that the collective judgment 
of a corps of teachers working daily with a principal should be a 
valuable aid to the Superintendent's oiTice and to the Board of 
Education in determining and recognizing leadership in the 
schools. 

The recognition by the Board of Education of the value of the 
teachers' advisory voice in educational affairs through the school 
councils is a long step toward the development of a larger democ- 
racy in the public school system, and the growth of this demo- 
cratic spirit among the teachers will be rapid as more responsi- 
bility is given to them. P'rom a voice in the making of courses 
of study and the selection of text books it is not a far cry to a 
voice in the selection of school leaders. 

Your minority is not ready at the present time to suggest a 
more definite plan for recognizing leadership but feels that in any 
plan the democratic principle of the consent of the governed 
should be an essential feature. 

Wilma Rhinesmith. 



„',S PUBLIC SCHOOLS. 



CHILD STUDY. 

The Department of Child Study and Pedagogic Investigation 
was established in the public schools of Chicago in 1899, owing to 
the inspiration and zeal of Dr. Walter Scott Christopher. We 
now have incorporated in our public school system a bureau of 
child study, consisting of a director and two assistants, who make 
psycho-physical and allied investigations having a pedagogic bear- 
ing. 

It would be impossible for this committee to measure the value 
of this institution. At whatever cost the city must maintain and 
perpetuate a bureau, the purpose of which is to discover, segre- 
gate and care for children requiring special attention, such as the 
sonsory-defectives, the subnormal, the retarded, incorrigible, 
under-nourished, anaemic, tubercular, nervous, defective-speech, 
epileptic, precocious, or others, who for varied reasons have be- 
come problems to the school whether public, parochial or private. 
To allow such children to grow up without being properly cared 
for is a menace to society and a neglect of humanitarian prin- 
ciples and enrightenment. 

I. How Children Come to the Attention of the Department. 

1. Children come to the attention of the child study examiners 
through various channels: 

(a) Principals and teachers of schools refer cases. 

(b) School nurses bring children in to be examined. 

(c) Parents on their own initiative or at the suggestion of 
the teacher or nurse bring their children. 

(d) Various societies, such as the Jewish Societies and the 
Associated Charities, send in cases. 

(e) Children come for examination through the courts. 

(f) The Compulsory Division is active in having troublesome 
children referred to this examination. 

(g) All boys in the Parental School are examined. 

(h) Where five or more children in one school are reported 
as needing an examination a representative is sent there to diag- 
nose the cases. 

2. In so far as possible the department tries to get hold of all 
the children in the city needing attention, and by courtesy of a 
rule of the Board of Education, the examination is extended to 

children outside of the city when requests are made. Since Sep- 



REPORT OF THE SUPERINTENDENT. 29 

tember, 1913, about 1,800 children have been examined and treat- 
ment prescribed. These are new cases, and do not include re- 
examinations. These children are usually school cases, but in 
many instances are over and under school age. 

NOTE : Not only does the bureau care for children thus 
brought to its attention, but it also gives physical examinations 
to all candidates for entrance to the Normal College, and to all 
candidates for teachers' certificates in the city. 

3. We find specific defects in the mode of bringing children 
to the attention of the department: 

(a) Adequate information and instructions are not in the 
hands of all principals and teachers in this matter of referring 
children for examination; this fact necessitates loss of time and 
a certain degree of hesitancy in securing proper blanks and taking 
appropriate steps for the child's examination. 

(b) The necessity for previous appointment is not always 
recognized or observed, so that children are brought in at times 
when their cases cannot be attended to properly. 

(c 1 Many schools having the required number of five or more 
children needing examination have been unable to secure the 
services of an investigator without long delay and repeated re- 
quests for help. 

(d) Many parents object to having their children examined 
and transfer them to other schools or to schools outside of the 
system, because no one has the authority to compel such examina- 
tion. 

(e) Many cases, through lack of facilities, or of some one 
to take the children to the department, fail to receive the needed 
attention. 

4. We recommend in referring children to the child study 
division for examination : 

(a) There be more widespread distribution by the department 
of information as to the proper procedure in getting children ex- 
amined. This will necessitate the printing of a circular of infor- 
mation for teachers, principals and parents, giving all the neces- 
sary details in the process. 

(b) That there be more prompt response by the department to 
appeals from schools for help. Compliance with this recommenda- 
tion would necessitate the enlargement of its corps to meet the 
demands of the city. 

(c) That the circular of information referred to above should 
contain explicit instructions as to making appointments previous 
to examination, and that this requirement be enforced unless suffi- 
cient excuse exists for waiving it. 



30 PUBLIC SCHOOLS. 

(d) That every first grade child, who on account of unsatis- 
factory work, is not promoted at the end of forty weeks attend- 
ance, be examined by the deparment, in order to discover his 
difficulty and provide proper treatment very early in his school 
life. 

(e) That more cases of a-typical children who are not of the 
subnormal type be examined and the teacher advised as to the 
best means of handling them. 

II. Ppocedure Used by the Department in Examinations. 

1. The nature of the examination given any child is deter- 
mined by various conditions : 

(a) The fact that the same examination would not be given 
to all the different types of children need not be elaborated. 

(b) If the child is accompanied by parent or guardian, he is 
examined more thoroughly, and many verbal suggestions are given 
which help to secure the carrying out of the recommendation. 

(c) The members of the department emphasize different 
aspects of the examination, and use to some extent different tech- 
nique though certain methods are common to all. 

In general, the procedure is as follows: 

(a) Taking the significant facts in regard to the history of 
the case, and the environmental conditions. 

(b) Physical examination including anthropometrical meas- 
urements, observation for adenoids, enlarged tonsils, defective 
teeth, mal-nutrition, defects of vision and hearing, tubercular, 
nervous or anaemic conditions, causes of speech defects, and other 
physical ills. 

(c) An examination to determine the general mental status of 
the child, or his capacity along certain special lines. 

(d) Recording of the results on blanks, which are then filed. 

(e) Formulation of recommendations and suggestions. 

2. The examination determines as far as the first diagnosis 
permits the character of the defects, the disposition of the case 
and the modes of treatment. Unquestionably the department 
serves the public well in this matter. Familiarity with a large 
number of children's cases of different types renders the exam- 
iners skillful in recognizing difiiculties. Often parents who were 
indifferent to the advice of principals or teacffers carry out sug- 
gestions given by the department. 

3. This aspect of the work suffers, however, from two defects : 
(a) Unnecessary lack of uniformity in technique among the 

different members of the department. 



REPORT OF THE SUPERINTENDENT. 31 

(b) Insuflicient standardization of technique and oi method 
of keeping records. 

NOTE : The statement applies especially to the mental side of 
the examination. 

4. In indicating the need of more uniform and standardized 
technique, the committee does not wish to imply that a finished 
and inflexible technique should be adopted. The present status of 
the science of tests would not justify this. However, it should be 
possible to adopt a uniform technique to be used by all members 
of the department as the basis of the examinations in the common 
types of cases during a given period, for example, a year. These 
tests should be fundamental, though additional ones might be used 
according to the interests of the individual members. The agree- 
ment should also include a very definite formulation of the method 
of giving the tests and of making the records. The records would 
then represent an intelligible and interpretable body of material, 
which would yield informat/jn not only with regard to the indi- 
vidual child, but also with regard to the evaluation of the tests 
themselves, and, what is perhaps more important, with regard to 
the general contributory factors in the production of typical prob- 
lem cases. 

To determine the efiiciency of individual tests, with a view to 
their retention or rejection in the series, a careful study of these 
records should be made from time to time, and a further com- 
parison made with material gained by the follow-up reports sug- 
gested by this committee. Arrangements should also be made to 
apply these tests to standard groups of unselected children in the 
schools for the establishment of norms, except in cases where this 
has been adequately accomplished by other investigators. This 
represents an element of educational research, which, in our 
opinion, is essential for the establishment of a progressively more 
valuable technique. Without it the department gains only as the 
individual members increase their skill in diagnosing cases; with 
it, a steadily improving technique might be established, which 
would mean a permanent gain for the department, and would be 
a tool to put in the hands of any new and less experienced member. 

III. Disposition of Cases Examined. 

1. After the children have been examined, a verbal report 
of the findings is given parent or nurse. A written recommenda- 
tion is frequently, but not always, sent to the person referring 
them, and in case of assignment to special schools, a copy is sent 
to the Superintendent of Special Schools. Another copy is filed 
in the child study office with a report of the examination. These 



32 PUBLIC SCHOOLS. 

recommendations are often frankly tentative, calling for a cer- 
tain line of treatment and a later report or re-examination. They 
are variable in explicitness and value, depending partly on the 
nature of the case and partly on the way they are made out. Chil- 
dren are recommended for disposition in various ways. Some are 
excluded from school, because they are considered of too low men- 
tality to be benefitted by regular school work and are assigned to 
institutions or kept at home. Many cases are assigned through 
these examinations to special rooms of various sorts, mainly 
rooms for subnormal and retarded children. Gases are recom- 
mended to open air rooms with directions for special care. De- 
fects of vision and hearing, and cases of adenoids, tonsils, anaemia 
and the like, found by the department, are referred to various 
agencies for treatment. Precocious and a-typical children are 
usually assigned to regular grades or special rooms with specific 
recommendations. 

2. At present we find several defects in the system of report- 
ing findings: 

(a) Reports are often delayed. Principals frequently say that 
many weeks intervene between the examination and report. 

(b) Reports sometimes do not reach all persons to whom they 
should be sent. A child recommended for transfer to a special 
school may be reported to that school, but may not be reported 
back to the principal or teacher of school from which he is to be 
transferred. 

(c) Reports are not always adequate for establishing a proper 
educational or remedial regime. NOTE: Repeated examinations 
are necessary to make the proper recommendations in many cases, 
and the department is not always able to make a second one. 

3. We recommend as to reports: 

(a) That reports be sent at once to the principal of the school 
referring the child; directly to the principal of the school to which 
the child is assigned, provided a transfer is suggested; to parent 
or guardian of the child; and to the Superintendent's office. This 
recommendation will require additional clerical facilities in the 
office. 

(b) That schools preserve these reports that the cases may 
be checked up later. Principals should be notified that they are 
to keep these records on file in such a way that they be of service 
as educational material. 

IV. Compliance With Recommendations and Following-Up Cases. 

1. According to the reports of the principals of 191 schools, 
approximately 1,126 cases referred by them have been examined 



REPORT OF THE SUPERINTENDENT. 33 

since September, 1913. In 653 cases the decisions ol liie de- 
partment have been carried out; in 473 there have been failures 
to comply with the recommendations. The child study office has 
no way of compelling the enforcement of its findings. 

2. It is to be regretted that after the examination, the depart- 
ment is forced to give up its relationship to the child. When he 
is referred to the school center in which he belongs, the child is 
in the hands of other school authorities. We find that failures to 
comply with the recommendations come from : 

(a) Objections, indifference or poverty of parents. 

(b) Lack of school or institutional facilities. 

(c) Transfer of child from one school to another in order to 
escape compliance — a child thus becomes "lost" to further reme- 
dial care. 

(d) In many cases there is no way of telling whether or not 
the recommendations are carried out, because thf nfrice h;^-; no 
reliable way of getting further reports. 

3. We recommend in order to reduce failures m compliance: 
(aj That a radical enlargement and extension of the workings 

of the child study department be made, one that will include 
a systematic following-up of all decisions and recommendations; 
that it be the duty of the department to follow the child when he 
leaves school, not alone for the welfare of the individual, but also 
to secure statistics, which may in time lead to effective legislation 
for the future welfare of the race. 

(b) That a visitor or social worker be appointed on the order 
of a visiting nurse, whose whole time shall be given to following 
up cases and getting results. 

(c) That a definite "follow^-up" system be adopted by the 
office somewhat as follows : One month after examination of the 
child a printed card be sent to the principal or other agencies, 
who had referred the child, asking what treatment he had re- 
ceived; if a negative report is given, the process should be repeated 
until definite disposition is reported; in case of report of disposi- 
tion in line with the recommendation, a further inquiry should 
be sent six months later, asking for report of results of treat- 
ment. 

(d) That more wide-spread facilities be provided, such as 
city homes and schools for special boys and girls; segregation of 
retarded cases from subnormal; segregation in these classes of 
boys and girls; more specially trained teachers; transportation 
facilities for all oases. 

NOTE: Homes or schools for girls, corresponding to the 
Parental School for Boys should be provided. 



34 PUBLIC SCHOOLS. 

V. Co-operation of Departments and Agencies. 

1. Several agencies of the educational and city government 
are concerned with the child study department in providing for 
children who need special care, such as : 

(a) The Health Department, with school doctors and nurses. 

(b) The courts, especially the Juvenile Court, with proba- 
tion officers and police. 

(c) The compulsory department. 

(d) Principals and teachers of the schools. 

(e) Private and philanthropic persons and societies and ad- 
ministrators of philanthropic funds. 

(f) Superintendency of the special divisions of the school 
system. 

2. All of these departments are active in their work for the 
welfare of the children of the city, and they are reaching a large 
percentage of the cases needing attention. 

3. We find specific defects in the organization of the work of 
these departments. Their relationship is mainly voluntary and 
gratuitous. No real unity of organizations or team work exists, 
and in some cases they are working at cross purposes. There is 
lack of understanding as to the work supposed to be done by each 
part of the entire institution for child welfare. 

4. As to the co-operation of the departments we recommend : 

(a) That the Child Study Department be brought into closer 
and better organized relationship to other departments enumerated 
above, to secure complianc with its recommendation. "Parental 
objections" would be largely reduced if all agencies united to 
bring pressure to bear upon the cases. 

(b) That this department have a system of records, showing 
what agency or department is concerned in following up a given 
case, and what success is attending its efforts. 

(c) That re-examinations should be demanded in doubtful 
cases, both for the sake of the child and the department, so that 
the true value of the diagnosis of the case may be determined. 

VI. Summary and Conclusion. 

1. It is the opinion of this committee that owing to the growth 
of the city's demands, and owing to increased calls by schools for 
instructions in handling difficult and peculiar children, the Child 
Study Department has been crowded beyond its capacity; that it 
lacks organization both within itself and in its relation to other 



REPORT OF THE SUPERINTENDENT, 35 

agencies looking to the welfare of children in the city; and that it 
therefore does not reach all cases needing attention, and its records 
and recommendations are now insufficient to serve the demands 
made upon it. We recommend, therefore : 

(a) That its scope be enlarged. 

(b) That it be given more help and more facilities. 

(c) That it be put in closer relation with other depaxtments 
(which care for children. 

(d) That it be given greater power to call upon agencies con- 
cerned in carrying out its recommendations. 

(e) That there be more definite internal organization, and that 
it be made more accessible as a bureau of educational research 
for the welfare of all classes of children in the city. 

(f' That every school have one or more ungraded rooms, with 
a maximum attendance of 25 pupils, providing a specially equipped 
teacher and facilities for treating these pupils as to their individ- 
ual needs. 

(g) That since mal-nutrition is responsible for much of the 
retardation and subnormality, and since marked improvement is 
noted where proper food is provided for such children, steps be 
taken to insure suitable food, at least one meal a day. to all pupils 
needing such attention. 

(h) That a more comprehensive "adult probation law" be 
passed, giving school authorities power to compel parents to pro- 
vide for the proper examination of their children, where such is 
deemed necessary and for the carrying out of the suggestions 
made after such examinations. 

In view of the wide-spread interest in the questions of heredity 
and environment as affecting the present condition of the army of 
unemployed, your committee deems that the vital question of edu- 
cating the young who may recruit this army is of paramount im- 
portance. This so-called "fringe of humanity" is by no means 
hopeless, but its hope lies in being understood and properly han- 
dled, so that the little all of the defective may be increased to 
its highest capacity. That this capacity will scarcely measure up 
to that of the normal child is evident, but that it may become 
creative and useful is the desire of all agencies for social welfare. 

Concluding our survey of the Child Study Department, we feel 
that it is one of the greatest welfare aids in our civic life. We 
have found our task intensely interesting and instructive, and we 
believe we have enjoyed an opportunity for personal growth and 



36 PUBLIC SCHOOLS. 

study in the duty you have assigned us. With deep appreciation 
for this opportunity, we are, 

Very truly yours, 
AGNES G. Heath, Chairman. 

Mabel R. Fernald, 

Chicago Normal College. 
William F. Gingrich, 

Head Asst., Headley School. 
Ida L. Jaeger, 

Principal, Brenan School. 
.June H. MacConkey, 

Principal, Emerson School. 
Frank Mayo, 

Principal, Revere School. 
John T. McManis, 

Chicago Normal College. 
Sarah J. O'Keefe, 

Principal, Beaubien School. 
Mina S. Scheurer, 

Principal, Brainard School. 
Louise Schroll, 

Principal, Keith School. 
Mary E. Thresher, 

Head Asst., Raster School. 
Mary E. Tobin, 

Principal, Marquette School. 
Susan A. Yorke, 
Teacher, Tilton School. 



REPORT OF THE SUPERINTENDENT 



PHYSICAL EDUCATION. 

A survey of Physical Education as exemplified in the public 
schools of Chicago naturally leads to the noting of (a) the value 
of physical education, (b) the all-pervading influence of environ- 
ment, (c) community hygiene, (d) the origin and development 
of the physical side of general education, (e) the academic or 
knowledge element in physical education, and (f) the formal and 
systematic training of the muscles by means of class exercises. 

Value of Physical Education. 

A single event in the recent educational history of Chicago, 
viz., the Child Welfare Exhibit, gave in most vivid and concrete 
form, the complete argument for more thorough and aggressive 
efforts to secure for each child the care and training necessary 
to develop all round physical well being. At that notable conven- 
tion, pictures, graphs and models, spoke more effectively than 
libraries; and the "living" exhibit by classes from the city schools 
made an inspiring educational pageant. The co-operation of sev- 
eral cities in the preparation of the exhibition showed the deep 
interest of the general public. 

Ways and means of counteracting the detrimental influences of 
complex city life are an ever present problem. A recognition of 
the value of a healthy body and its relation to a sound mind, has 
brought about the gymnasium. More and more, the schools 
throughout the country are recognizing its value and are express- 
ing the fact in increased numbers of gymnasiums and in the in- 
crease in time given to physical education. 

Much might be said in favor of each of the two general types 
of gymnastics, formal, and recreative. Neither is complete in 
itself. Both are necessary. Together they aid in physical, mental 
and moral growth. They bring about erect carriage. Round 
shoulders and sunken chests with their attendant functional dis- 
turbance give place to a bearing that shows intelligence and 
energy, — "a valuable business and social asset". Through them 
practice in co-operation with others, fair play, generous accept- 
ance of victory or defeat training, in inhibition and in prompt 
response. are had; and the power of initiative, love of the open, 
of grace and beauty, are give chance for expression. They must 
aid more in teaching our people how to play, an urgent need. Too 



38 PUBLIC SCHOOLS. 

often the machinery is left unused so long that when called upon 
it fails to respond. 

The immigrant has brought his folk-dancing and through it 
he must feel himself of the great American composite. Dr. Gulick 
says : "It makes him feel that he 'belongs', that he is being recog- 
nized, that the old is being used in the construction of the new." 

Effects of Environment. 

The general truth, as stated by Spencer, to the efifect "that the 
indirect and unforeseen results of any cause affecting a society 
are frequently, if not habitually, greater and more important than 
the direct and foreseen results" is also true when applied to indi- 
viduals. Environment rather than volition and prescribed courses 
of training in our schools is possibly the more potent factor in 
the physical development of children. 

Environment, especially in large cities, presents conditions and 
difficulties which must be met. Air, light, sound, housing and 
equipment require consideration. 

Much good has been accomplished in Chicago schools during 
the past few years by means of the definite and often urged 
direction of the superintendent of schools to let air and light into 
the school rooms. Home-makers and school architects have not 
yet attained full realization of how much of both blessings is still 
outside and unutilized if our senses and statistics are to be be- 
lieved. 

In 80% of the gymnasiums surveyed, the air was too dusty, 
too dry, and of too high temperature to make the activities in 
physical education as beneficial to health as the department pur- 
poses. Experiments here and elsewhere have shown the presence 
of 500,000 to 1,000,000 dust particles per cubic foot in school 
gymnasiums which thus become a menace to health. Bacteria 
in washed air are reduced from 130 to 12. Accordingly, in the 
schools of this and other cities, the air should be washed and 
humified, before it reaches the pupils during the season requir- 
ing heating and ventilation. 

The thermometer as placed at present at the side of the room, 
cannot possibly perform its offices for a large school room. There 
should be several thermometers placed variously at the level of 
the pupils when seated. 

In order to eliminate the third great evil, dust, from the gym- 
nasium, the first being foul, odorous air, the gymnasium and it'^ 
contents must be kept clean. The mats have been reported rarely 
or never cleaned. In their present condition they are dustholders 
and dangerous to health. They should be cleaned every day by 



REPORT OF THE SUPERINTENDENT. 39 

vacuum process — perhaps even cleaned or sterilized. That much 
used gymnasiums can be cleaned thoroughly and kept clean is 
demonstrated in the small parks under the control of the South 
Park Board of our own city, who have developed an efficient serv- 
ice, (in each, two men being kept busy cleaning and fumigating), 
and have achieved a general condition of sanitary cleanness not 
encountered in the schools during this survey. 

Engineers' efficiency should be rated in part upon the health 
conditions they discover and maintain in their building rather 
than upon lower fuel consumption which, when cutting down the 
supply of fresh air, is poor economy. 

School room lighting has received intelligent care from archi- 
tects who believed in factory windows and large lighting areas. 
and from the present superintendent who early during her ad- 
ministration asked the teaching body to give careful attention to 
the conservation of the vision of all pupils in their charge. 

In the survey, Chicago has been found to have fewer dark or 
artificially lighted rooms than other large cities of the country. 
In twenty schools, only four rather dark rooms were seen and 
these were temporary makeshifts awaiting new buildings ordered. 

The introduction of the adjustable, double or divided window 
shades has increased the light in the class room, perhaps 20%, 
the dark side of the room having been noticeably illumined. 

The use of unglazed paper in school books is recommended, 
and the substitution of dull, unglazed finish on all polished, 
glazed surfaces of all wood work, and school furniture, in order to 
reduce eye strain; also the inspection of the printed matter used 
by pupils. (Influence of school books upon eyesight in Committee 
Report on School Hygiene, May, 1913^. 

Owing to the effects of noise upon the nervous system of pupils, 
and the educational waste caused by the loss of time resulting from 
noise, it is recommended that (1) new buildings be built at some 
distance from the street, that (2) double windows be placed near 
elevated roads, and (3) that mechanical ventilation, with cooled, 
clean air be furnished noisy rooms during hot weather. 

Rooms for the lower elementary grades, a.s first and second. 
should be furnished like the kindergarten, which gives a sense of 
freedom to young pupils. In the higher grades the traditional 
method of seating should be discontinued. There should be sev- 
eral different sizes of seats in every class room, and these seats 
should be placed much further apart from front to back than 
at present, to protect individuals from offensive proximity. Ad- 
justable seats are objected to because so rarely "adjusted''. The 
fixed seats, if economy forces them upon our schools, should 



40 PUBLIC SCHOOLS. 

have curved backs to conform with the backs of their occupants. 
A movable chair containing a book drawer and a swinging writ- 
ing shelf would be a boon in school room furnishing. 

Community Hygiene. 

Much has been done in Chicago in recent years by co-opera- 
linn with the Health Commissioner in the establishment of medi- 
cal inspection for the prevention of communicable diseases. The 
results are apparent and the friction between inspection officials 
and patrons has given place almost entirely to a sympathetic spirit 
of appreciation. The influence of the school physicians and nurses 
in the paorer homes is becoming a service of the very highest 
value. 

None of the several varieties of bubbling cups has been even 
fairly successful as an apparatus for serving a sanitary drink, 
because up to the present time no way has been discovered of 
regulating the water pressure when all the cups are in commis- 
sion at recesses. Perhaps the cups are worth their cost, however, 
as an experiment and as a silent reminder that care in the matter 
of drinking is important. 

Many toilet rooms are not properly cared for. This is true 
not only of the basement toilets in old buildings, but of the elegant 
and costly toilets in the newest of our magnificent buildings, 
both high and elementary. More of educational import is in- 
volved in this matter than has yet secured effective recognition. 

The scope of this report does not admit full treatment of many 
items related to social or community' hygiene which the school 
system of Chicago has already provided for or is considering. It 
is impossible to do little more than mention some of the more 
important. Fire drills have been thoroughly practiced for many 
years and on several occasions have proven their efficiency by 
prevention of a panic and probable consequent loss of life. With 
the new fireproof buildings and with every possible provision for 
safety in the older buildings, no pupil in Chicago is in any con- 
ceivable danger from fire. The danger from panic, however, in 
a large assembly under a single roof is always present. More- 
over, the drills aid in the general control and movement of the 
various divisions of the school. 

Other means of co-operative welfare at present established 
or under consideration are — segregation of defectives — social 
center activities — 'Litttle Mothers Clubs"— outdoor gymnasiums, 
athletics, free and directed play. 



REPORT OF THE SUPERINTENDENT, 41 

Historical Development of the Physical Element in Education. 

The treatment of this topic must necessarily be brief in this 
report, but the literature on this subject is both abundant and 
delightful. Members of the committee have thoroughly enjoyed 
Supervisor Henry Suder's ''Brief Historical Sketch" in his last 
Manual; the very complete treatise "On Physical Training" by 
Dr. Edward Mussey Hartwell, published in Vol. 1 of the Report 
of the Commissioner of Education for 1903; Posse's "Special 
Kinesiology of Educational Gymnastics"; Sargent's Physical Edu- 
cation and many of the other intensely interesting books and 
reports easily within reach of the student of this most important 
phase of education. 

In the early part of the eighteenth century, physical exercise 
began to assume an educational and hygienic aspect in Germany 
and began to appear, in various forms, in the schools of the 
European countries. 

In physical education, as in almost every other subject of 
human interest, America has been the battle ground upon which 
the various theories of the Old World have come into conflict. 
With the tide of immigration has come a variety of ideas; Ger- 
mans with the Turn Verein, elaborate gymnastics and heavy ap- 
paratus; English, with their boating, cricket, tennis and foot 
ball; Irish with their boxing and wrestling; French with their 
fencing; Swedes, with their free and light gymnastics; and all 
the nationalities with their characteristic folk dances. It re- 
mains for the American schools to effect a happy combination of 
the best elements of all; the strength of the gymnasium, the activ- 
ity and energy of the field sports, the grace and suppleness of 
the calisthenics and the beautiful poise and mechanical precision 
of the free gymnastics. 

Hygiene Teaching. 

The Illinois School Law provides : "That the nature of alco- 
holic drinks and other narcotics and their effects on the human 
system shall be taught in connection with the various divisions 
of physiology and hygiene, as thoroughly as are other branches." 

In Chicago the topic is placed in the department of physical 
education, an excellent series of text books is in use and the 
requirements of the law are fully met. 

Gymnastics. 

Gymnastics is the art of systematic training of the muscular 
system, its fundamental purpose being to make the body an ener- 



42 PUBLIC SCHOOLS. 

getic and docile servant of the will. Strength and adroitness 
unite and become confident skill. 

School gymnastics, especially in cities, are an important hy- 
gienic and recreational exercise, even where results do not nearly 
approach the ideals of any one of the so-called "systems." The 
controversies among advocates of various systems are becoming 
much tempered as attention is centered more and more upon 
what after all are the really desirable results of physical train- 
ing. 

The survey included the normal school, all of the 21 high 
schools, and 65 out of the 270 elementary schools. The impres- 
sions received are indicated by the following extracts from indi- 
vidual notes. 

Chicago has been generously equipped with apparatus and 
gymnasiums in comparison with other large cities. What is most 
needed now is not more apparatus, but more intelligent use of 
what we have. 

It is a late development with both Swedish and German sys- 
tems to exercise heavily enough to get into a perspiration and 
require a subsequent shower bath as the English and Americans 
do so wisely, enthusiastically, and systematically. At the Inter- 
national Congress in Paris last year, the Danes won warm praise. 
Their system has introduced more joy and more team work into 
its activities. Their teachers teach other subjects and do not 
aspire to be close specialists. 

In some rooms calisthenics do not seem to be given with any 
degree of system or of accuracy. The commands (which are 
supposed to come from the Manual) are not given alike. This 
is confusing to the pupil in passing from school to school, or 
room to room. Tactics sometimes are not carried farther than 
the formation of two columns even where there are large corri- 
dors. The dismissals in general were good. The pupils carried 
themselves well and tried to keep the march rhythm. This was 
especially true of schools in which there was a school orchestra 
or some one to play in the corridors. 

It was a pleasure to go into some gymnasiums. The air was 
fresh and pure; the room was clean and the apparatus was 7iot 
dusty. And in these schools, the activity of, and the benefit to 
the pupil was as great as that of the high school gymnasium. 
There is no question but that the use of fixed apparatus is splen- 
did for muscular activity and therefore good health. In most 
gymnasiums all the apparatus is used sometime during the year, 
especially in schools visited every two weeks by a supervisor. 

In schools where gymnasium suits are worn, the girls get 



REPORT OF THE SUPERINTENDENT. 43 

more out of the exercise. It is almost impossible to do any 
apparatus work in the present day attire and girls should be 
made to feel that the work is as good for them as it is for the 
boys. Suits are required in the high schools, why not require 
them in the grammar schools? Th;^ girls can come prepared 
for exercises on those days allotted for their gymnasium work 
and no time need be lost in preparation for the class. If there 
is an objection to boys and girls being together, separate into 
classes and take boys alone and girls alone. This gives them a 
better preparation for the advanced work in the high schools. 

Glass instruction is given in various games and in track and 
field athletics both in the high and elementary schools, but with 
the possible exception of base ball, an added zest is required to 
sustain the pupil's interest. Ball leagues and field meets witti 
honors and prizes furnish this zest in the high school, but it has 
been thought best to prohibit all contests between elementary 
schools. 

There is no inherent reason why the games children enjoy 
in the gymnasium should not be played in the school yard or 
in vacant lots, and the fact that they are not constitutes a stron,^ 
argument for supervised and directed play. The growth of the 
playground movement is due to a realization that play is the 
business of childhood and that the city child does not know how 
to play. Of late the moving picture show has added to the passiv- 
ity of his recreation. A duty no less urgent than that of con- 
serving the child's health and strength rests with the community 
to inculcate in him a love for outdoor sport which shall be his 
physical heritage in after life. 

Inter-school contests call forth the activities of only those 
who need the training least — those fairly well equipped phys- 
ically — and lead to the evils attendant upon an undue emphasis 
on winning. There is need, therefore, that each elementary and 
high school be organized into groups of pupils who shall contend 
with other groups in the same school in all sorts of games. This 
can be accomplished only by having a playground at the school 
building with a play director on duty at the child's play time. 
In several schools where municipal playgrounds are adjacent, at- 
tempts to approximate this plan are being made. These would 
be more effective if the play director were under control of the 
school and if the play were an integral part of the school life. 

The calisthenics in the rooms at seats with apparatus 
seemed to defeat the very purpose for which they were given, 
for the reason that the children immediately became tense, and 
seemed under a great strain caused by fear of striking the desk 



44 PUBLIC SCHOOLS. 

or the apparatus in the hands of another pupil. Correct posture 
was very difficult to attain in this work on account of limited 
space. Rhythmical steps in all the lower grades were given. 
Tactics were given generally throughout the schools. We found 
some very excellent work. The pupils showed the effect of this 
drill in their marching at dismissals. 

"That the heart of youth goes out to play as to nothing else 
in the gymnastic line" is obvious. This does not change as the 
child advances to the upper grades, for they find that play best 
satisfies all their needs. While receiving a great deal of exercise, 
they experience mental relaxation as well. 

Folk and gymnastic dancing very properly occupy a place in 
our system of physical education. The rhythm of dancing and 
the music accompaniment relieve the muscular system to a great 
extent and give poise and balance so very necessary to boys and 
girls that are awkward and self conscious. 

The effective direction of groups on a playground or in a 
gymnasium will have each pupil in active co-operation with his 
group. The great majority of children on the unsupervised play- 
ground simply sit about or interfere with the active group, who 
show some initiative in group activity. 

Facilities for Piiysical Education. 

Chicago is thoroughly in earnest in providing opportunity for 
both outdoor and indoor exercise. Small parks and municipal 
playgrounds are increasing even close to the center of the city, 
where space is costly. 

The new normal school gymnasium, with its shower baths 
and swimming pool, is not surpassed elsewhere so far as your 
committee can ascertain. The latest type of high school, with 
a five or ten acre athletic field, is but little inferior, and some 
new elementary buildings have as a part of their regular equip- 
ment a swimming pool and a good gymnasium. Appointments 
such as these closely approach the ideal. 

All of the 21 high schools have gymnasiums ranging from 
fair in the older buildings to superb in the new. Of the 270 
elementary buildings, 47 have first class gymnasiums apart from 
the assembly hall, 52 have a good gymnasium outfit in the 
assembly hall, 25 have first class (new) combined gymnasiums 
and assembly halls and 26 have one or more vacant rooms fitted 
up with gymnastic apparatus. 

The standard equipment for the various gymnasiums is as 
follows: 

Equipment of elementary gymnasiums: 1. Giant Stride, 4 



REPORT OF THE SUPERINTENDENT. 45 

pairs flying rings, 6 traveling rings, 12 climbing poles on tracks, 
4 rope ladders, 4 adjustable ladders, 2 pairs jumpstands, with 
cords, 4 short jump boards, 8 gymnasium mats, 2 sets of combina- 
tion apparatus. 

Hand Apparatus: 50 to 100 pairs Indian Clubs (according 
to the size of the gymnasium, 50 to 100 pairs of dumbbells with 
the necessary hooks for same, 110 wooden wands with two wand 
cases, 55 steel wands with wand cases. 

Material for Games: 1 set basket ball backstops with goals, 
2 basket balls, 1 set light bean bags, 1 set medium bean bags, 
1 set heavy bean bags, 1 dozen beetles. 

The list of apparatus for high schools differs very much from 
that of elementary schools. The old high schools were provided 
with one gymnasium, while the new high schools are provided 
with two gymnasiums, and each gymnasium is equipped with 
apparatus very much more varied and extensive than that fur- 
nished for elementary gymnasiums. 

Need more be said about facilities? The whole gymnastic 
situation might be summed up by saying we are long on facilities 
and short in instruction. 

Instruction in Physical Education. 

Classes in the normal school are in charge of two teachers, 
the work is excellent and is especially adapted to the needs of 
young women — the new gymnasium will furnish ample means 
for more varied exercises and more periods of work. 

The high school teachers, two to each building, are generally 
well trained. Their ranks are recruited from the more efficient 
of the teachers in elementary schools. 

Both gymnastics and athletics in the high schools are very 
satisfactory. In field sports the tide is turning from excessive 
inter-school contests to the more generally helpful emulation 
between the classes of an individual school. 

In the elementary schools some of the work is deserving of 
all praise. The possibilities are finely illustrated by a class in 
the gymnasium under a really skillful teacher, by specially pre- 
pared exhibition exercises, and in a few schools where a specially 
gifted teacher, or an unusually enthusiastic school faculty set the 
work in a high key. 

Too often the work lacks system, continuity and vim. Nor 
are teachers, principals or any one else specially to blame. We 
simply have not yet reached the point where sufficient competent 
instruction is available. 

Squarely face the fact that out of the 94 special teachers, 



46 PUBLIC SCHOOLS. 

21 high schools get the best 45 and 270 elementary the other 49. 
and very little remains to be said. 

General Recommendations. 

1. Our schools should move in the direction ol' required 
courses in physical training that produce noticeable results. 

2. Strengthen instruction in the elementary schools. In the 
light gymnastics or calisthenics, work more toward simplicity, 
accuracy and vigor. 

3. Encourage school athletics by appointing held directors to 
relieve overworked gymnasium teachers. 

4. Establish a department in the normal school ior a thorough 
training of special teachers and supervisors and in that way sup- 
ply the greatest need of our work in physical education at the 
present time. 

R. M. Hitch, Chairman. 

Bertha Benson, 

Principal, Penn School. 
Kate Bestel, 

Teacher, Brown School. 
Clarence DeButts, 

Principal, Lowell School. 
Elizabeth A. Gibbons, 

Head Asst., Otis School. 
A. E. Logie, 

Principal, Walsh School. 
George B. Masslich, 

Principal, Wells School. 
Ida M. Pahlman, 

Principal, McCosh School. 
Mary T. Sullivan, 

Teacher, Jefferson School. 



REPORT OF THE SUPERINTENDENT. 47 



HUMANE AND MORAL EDUCATION. 

The committee finds that the effort to educate the children 
along the line of morality, including its specific phase humane- 
ness, is finding expression almost universally through indirect 
means rather than through formal lessons. That this is right 
there can be small question, for, whether intellectual culture or 
moral culture be the goal, given a growing atmosphere, the indi- 
vidual develops the more surely, the less conscious he is of the 
end to be attained. 

It is obvious that the changing needs of the growing child, 
his varying instincts and tendencies as he passes through succes- 
sive stages of development, should be considered in selecting and 
arranging suitable material for moral training. The method of 
habit and imitation for the elementary child will lead into a more 
rational ethical conception in the mind of the youth. One part 
of our problem, therefore, is to fit the work we are doing to the 
various stages of school life: the post-infancy of the kindergar- 
ten, the period of gradual growth from kindergarten immaturity 
to adolescence in the elementary grades and the young manhood 
and womanhood of the high schools. 

Unembarrassed by the necessity of imparting a definite 
amount of information the kindergarten bends its entire energies 
to the child's development. Here then, in the social life inherent 
. in the kindergarten idea, is a rare growing season in which habits 
of acting rightly and courteously are woven into life. The songs, 
the marching in which one tries to fit himself to a given measure, 
the care of pets that visit or live in the kindergarten, the oppor- 
tunities made for the older and stronger to help the younger and 
weaker, the story hour, the talks in which experiences are ex- 
changed before self-consciousness hides the child's real concep- 
tions from his fellows, are agencies well used, we believe, for 
moral growth. 

In the first two of the primary grades the means used do not 
differ materially from those of the earlier years except as they 
are affected by the restriction of freedom in the child's life and 
the increasing complexity of aim in the teacher's mind due to 
the advent of the course of study. With the coming of the power 
to read, in the later primary grades, we find the children drawing 
inspiration from their readers, dramatization, and memory, gems, 



48 PUBLIC SCHOOLS. 

and from supplementary stories of animals, their usefulness, their 
habits, and their relation to man. Anniversaries become interest- 
ing, and songs still do their work. Children's good impulses find 
expression in building bird houses and feeding the inmates, in 
caring for various other pets, and in one instance in helping to 
install a drinking fountain near the school. Oral and written 
composition affords a medium for the pleasant and profitable 
interchange of these experiences. 

In grammar grades, history and literature, together with vari- 
ous publications devoted to child ethics, are full of suggestion. 
Lantern slides are found very generally helpful. Discussion leans 
increasingly toward the abstract, and such topics are chosen as 
the privileges and duties of citizenship, the laws for the protec- 
tion of wild birds and other animals, and the means for securing 
humane treatment of horses. Clubs are formed to relieve suffer- 
ing. Pupils are becoming acquainted, through their use, with the 
facilities provided by the Humane Society and the Anti-Cruelty 
Society for the care of injured or deserted animals. 

The occasional instance among elementary schools of seeking 
to secure self-control and intelligent self-guidance on the part 
of the pupil through placing the discipline of the school under 
the jurisdiction of pupil organizations is worthy of notice. This 
practice is fraught with possibilities for good but not free from 
possibilities of evil. It is doubtful whether we are yet ready for 
its universal adoption. 

In the high school, while the effort is continued to inspire 
the students with high ideals without ostentatiously pointing the 
lesson, there are also agencies which present to them directly their 
moral responsibility. Here they are intrusted with a larger free- 
dom from supervision. . Team play in orchestra and glee club, 
and in social, debating, literary and dramatic clubs, brings them 
face to face with the need for fair play and for living up to the 
best that is in them. The recent institution of the office of dean 
of girls marks an epoch in placing upon a higher plane the social 
life of the high school student body. Instruction in practical 
hygiene helps the individual to become a self-regulated informed 
unit of society capable of performing satisfactorily the social and 
moral obligations devolving upon him. One high school has em- 
bodied its idea of moral education in a very practical system of 
pupil self-government under the plan of an elective student com- 
mission assisted by elective deputies in the various rooms and 
classes, the work being done entirely through the influence of 
public opinion and an attempt on the part of the commissioners 



REPORT OF TIJE SUPERINTENDENT. 49 

and deputies to imyresii upon uLliers the laet that tlie school com- 
munity is in opposition to anything that brings discredit upon the 
school body or upon an individual. Tliose who have handled 
young people know how powerl'ul an iulluence this is. The com- 
mission takes charge of the following matters: 1, Attendance; 2, 
Public improvement; 3, Public health and amusement; 4, Pub- 
lic safety; 5, Public manners and morals. Under this organiza- 
tion, the good impulses of the student body have found vent in a 
quite remarkable system of outside philanthropic work, in which 
the students, besides individually investigating and relieving cases 
of poverty, co-operate, also, with social settlemenis and with 
organized charitable agencies. 

The elementary pupil who is fortunate enough to enter the 
larger life of the high school finds each year increasing oppor- 
tunity for reducing to practice the ideals which have been grad- 
ually fostered up to this time by his social life, his home environ- 
ment and his inborn aspirations. 

We have outlined the visible work being done in our schools 
along the line of humaneness and morality as the picture pre- 
sented itself to us in our various visits, and the good influence 
of this work we believe is very strong. There is, however, in 
addition, from kindergarten to high school, another factor to be 
considered, another influence at work among our children, invis- 
ible and very potent. This is the daily right living of the school, 
which, under no guise other than fair play and the conscientious 
carrying out of the daily curriculum, develops, not teaches, the 
ideals that make for morality; natural opportunities for the exer- 
cise of courtesy and kindness being recognized and used, incidents 
of the children's own lives being so interpreted to them that right 
view points are gained, and the various class-room exercises being 
so conducted that the children do their work honestly for a long 
period before the temptation to do it dishonestly is allowed to con- 
front them. 

Physical well-being fostered everywhere through the gymna- 
sium, and in congested districts through adequate bathing facili- 
ties and playgrounds, and the preparation for a generation of bet- 
ter homes through the domestic science work, lend themselves 
strongly to moral and humane development. And it is moral 
and humane development, not moral and humane teaching, that 
our children most need. The possibilities for such development 
are embodied in the spirit and attitude of the school, and vary 
among schools in proportion to the worthiness of the ideals which 
actuate the school faculty as they vary in the rooms of an indi- 



50 PUBLIC SCHOOLS. 

vidual school in proportion to the worthiness of the ideals which 
aotuate the individual teacher. 

Martin Schmidhofer, Chairman. 
Isabel J. Burke, 

Prin. Wadsworth School. 
Delos Buzzell, 

Prin. Belding School. 
Solon S. Dodge, 

Prin. Chase ScShool. 
Margaret S. Fitch, 

Prin. Prescott School. 
Alice A. Hogan, 

Prin. Rogers School. 
Fannie L. Marble, 

Prin. Hanson Park School. 
Annie S. Newman, 

Prin. Mayfair School. 
Marguerite L. O'Brien, 

Teacher, Grant School. 
Carrie F. Patterson, 

•Prin. Bancroft School. 
Jeannette J. Robinson, 

Prin. Mann School. 



REPORT OK THE SUPERINTENDENT. 51 



SOCIAL EFFICIENCY. 

At the beginning of this inquiry a questionnaire was sent out 
(0 all the schools, as follows: 

1. What conditions or agencies at work within the school 
do you consider are most favorable to the development of: 

(a) Initiative on the part of the pupils? 

(b) The co-operative spirit (team play) ? 

2. Among the regular school activities, which in your opin- 
ion are most effective in these lines? In what way? 

3. What special activities, if any, such as clubs, etc., have 
been inaugurated in your school? With what results? 

4. What have you found to be the best means of develop- 
ing loyalty in the pupils? 

5. What improvements in conditions or equipment would 
you suggest as most urgently needed in furthering the develop- 
ment of social efficiency in your pupils? 

Upon the answers to these questions, supplemented by infor- 
mation obtained individually from other sources, the conclusions 
of the committee are based. 

The survey shows a very wide divergence in the amount and 
character of the organized effort being made along these lines. 
Some principals and teachers are keenly alive to the opportunities 
afforded in the school for the encouragement of initiative, co- 
operative ability and school spirit, and report a long list of activi- 
ties, — administrative, legislative, scholastic and recreational, — 
inaugurated with that special end in view. Others, no doubt just 
as deeply interested in the development of these qualities in their 
pupils, confine the field of their efforts to the course of study and 
rely upon personal example and individual counsel to produce 
results. 

This divergence is more largely true of the elementary schools 
than of the high schools, doubtless owing to the fact that the 
pupils in these grades are many of them under adolescent age, or 
just entering upon it, and still respond in large measure to the 
stimulus of kindly, if sometimes arbitrary, control. Most of the 
high schools report a wide range of organized activities, chiefly 
of a social nature, but many with athletic or technical require- 
ments and aims. The reports from elementary as well as high 
schools indicate in many instances a more or less developed stu- 
dent government plan in successful operation. 



,yZ PUBLIC SCHOOLS. 

^ It is a i'uudaineiiLal principle that the school is not an isolated 
institution, but must function in social efficiency if it is to justify 
its continuance as the main concern of parenthood, and of the 
state, the representative of parenthood. Because we live in an 
age which emphasizes the obligations of social service, we must 
be deeply concerned that not only the course of study, but the 
entire life of the school, be shaped to this end. 

The environment in which the growing boy and girl spend 
those hours of the day in which all their powers are at the 
maximum should be such as to include opportunities for the 
fullest possible expansion, guidance and adjustment of those pow- 
ers. The attitude of principal and teacher toward the child 
as a social being, the presence of a social as well as of an intel- 
lectual ideal in the management of the school and its activities, 
have as much to do with his education as any subject in the cur- 
riculum. All that is worth while in the superstructure must have 
its base and support in the subconscious life of the child; the 
foundations must be laid during the years when habits of mind 
and body are most easily formed. The application of this princi- 
ple to the problem of the social elHciency of the schools forces 
us to the conclusion that we cannot begin too early to establish 
those qualities which help the child to adjust himself most fully 
to the environment in which he finds himself during the years of 
his pupilage, and which once established will continue to educate 
him in the power of adjustment when he emerges into the larger 
environment of life. 

We have therefore considered the field of our inquiry, in both 
high and elementary schools, in four main divisions; namely: 

I. The Management of the School. 

II. Activities Related to but not Specifically Listed as School 
Work. 

III. Cooperating Agencies. 

IV. Equipment. 

I. Management of the School, 

It is a matter of general acknowledgment that tlie principal, 
and the principal and teachers, are responsible for the spirit which 
creates an atmosphere favorable to the development of cheerful- 
ness, optimism and interest in the work of the school. Among 
the teachers, conferences, informal social gatherings, lunch clubs, 
special committees and various cooperative activities are en- 
couraged by many principals as fostering a spirit which is re- 
flected in the appreciative attitude of the members of the school 
toward the teachers and toward each other. 



REPORT OF THE SUPERINTENDENT. ')'S 

Active participation in the management and care of tlie school 
and school property also awakens interest and develops responsi- 
bility. This fact is widely recognized. Most schools have some 
form of monitor system; many liave regularly appointed or elected 
custodians and other officers, and an increasing number have well 
developed systems of pupil government. The marshal who is 
chosen by classmates or appointed by the teacher to officer the 
ranks and to attend to the ringing of bells and gongs is helped by 
being chosen and through doing the work. In many schools the 
older boys and girls are encouraged to care for the younger chil- 
dren on their way to and from school and on the playground, and 
to take entire charge of corridors and basements. In one school a 
court or jury formed of responsible pupils, which tries habitual 
offenders against the school or public order and Axes their punish- 
ment, has been found useful. In a few schools the plan of pupil 
government in operation is modeled throughout upon our federal 
government, with regular elections. In others, appointments, are 
made by principal or teachers. In all these the effort is toward 
the practical application of the laws of society and good govern- 
ment, which would otherwise be mere abstractions to the pupils. 
Executive ability and self-reliance are thus developed, also leader- 
ship, or the power to command, and an appreciation of the value 
of prompt obedience that is difficult to acquire in any other way. 

II. Organized Social Activities Not Specifically Listed as School 
Work. 

That the tendency of the modern public school is increasingly 
social is plainly shown by the long list of organized activities, 
more or less permanent in their nature, which are characteristic 
of individual schools. These are an outgrowth, in large measure, 
of the needs of the school and of the neighborhood. Literary 
societies have been for years a feature of the eighth grade work 
in nearly all our schools. Some schools report clubs of one sort 
or another in nearly every one of the elementary grades, and in 
the high schools, practically all student activities are carried on 
by means of formally organized groups of students or of students 
and teachers. 

That the group and laboratory method of instruction, which 
has to a great extent supplanted even in the primary grades the 
old time formal recitation and memoriter work, prepares the way 
for more definite and independent cooperative work in the upper 
grades, is beyond question. Directed group work tends to satisfy 
the natural craving for companionship, to guide it into useful 
channels. It develops self-respect and self-confidence, a better 



:a public .schools. 

understanding of others and respect for their opinions. In club 
activities, poise, bearing and delivery are much improved by the 
practice afforded in public speaking. Latent talent is often de- 
veloped, and a working knowledge of parliamentary law is obtained 
through actually taking part in business meetings. Among the 
older pupils the idea of working together for things worth while, 
when encouraged by public opinion and established by habit, tends 
to divert the "gang" spirit to legitimate and proper standards. 

Law and Order Leagues, Civic Clubs, Clean City Brigades, 
Boys' Brigades, and various other school welfare organizations 
are increasing in number in both high and elementary grades. 
They direct specific attention to the principles of good citizenship, 
and awaken the realization that the individual as a member of 
society must work for the good of all in order to secure his own 
best good. They give play to individual powers of leadership and 
foresight, encourage disinterested cooperation and establish the 
individual's relation to community and civic problems. 

Clubs for the avowed purpose of encouraging good deportment 
and good conduct in social relations and of improving manners 
and bodily carriage are successfully maintained in some schools. 
They are listed as Good Habit Societies, Good Manners Clubs, 
Courtesy Clubs, etc. They tend to establish habits of respect and 
courtesy toward schoolmates as well as toward elders. Mending 
and Gardening Clubs stimulate habits of industry and also aid the 
school welfare spirit. Anti-Cruelty and Audubon or Bird Clubs, 
by emphasizing the moral beauty of humaneness, react upon the 
character of the individual and help him in his relation with his 
fellows. 

Story telling clubs are mentioned by some; Glee Clubs, Orches- 
tra Clubs, Dramatic, Chess and Checker Clubs, Science Clubs, Ten- 
nis and Basketball Clubs, Outing and Camera Clubs, — the list tells 
its own story of the wide-spread recognition of the value of such 
organized activities. School periodicals, representing school and 
community interests, are indispensable adjuncts of high school co- 
operative life. They afford considerable scope for the exercise of 
business and executive ability. 

Entertainments in which pupils take part, either independ- 
ently or under the guidance of teachers, are in some form or 
other a feature of the activities of every school. The more defin- 
itely the programs of these entertainments are an outgrowth of 
the regular work of the school, the more perfectly they give play 
to the spirit of cooperation and social service, the more valuable 
d® they become as agencies for social training. Pageants, literary 



REPORT OF THE SUPERINTENDENT. 00 

and musical programs, drills and "parties" reach their highest 
efficiency when they embody a definite educational or social idea. 
Special mention should be made of the work now being done 
in directing the social activities of the high schools. The appoint- 
ment of a dean of girls in each high school opened the way for 
more effective organization, closer affiliation with the academic 
departments, a more appreciative and helpful relation between 
teachers and pupils. At an age when the social impulses are 
likely to suffer for lack of guidance, students are brought into 
friendly and sympathetic association with a leader who under- 
stands them, and who offers the stimulus of an adequate social 
ideal and opportunities for its realization in wholesome ways. 
Space does not permit us to give any detailed account of this work, 
but it will well repay study, not only for the results already 
achieved in the high schools, but also for its possible bearing upon 
similar work in the elementary grades. 

III. Co-operating Agencies in Social Efficiency, 

School Alumni Associations have proved their value in many 
schools in preserving sympathetic relationship between the school 
and its graduates. Other organizations which aim to draw school 
and neighborhood together for mutual benefit are the Mothers' 
Clubs, Parent-Teachers' Associations, Little Mothers' Clubs, Cook- 
ing Clubs, Social Centers, etc. Social centers are valuable to all 
neighborhoods and should be established more generally. The 
wonderful success of the twenty-five centers already established 
is proof of this statement. The Projection Club carries a large 
majority of the schools on its membership roll. This club owns 
thousands of lantern slides which are used extensively by the 
schools holding membership. 

Among helpful agencies cooperating with the schools is the 
Public School Art Society which loans pictures to schools for 
stated terms. The Academy of Sciences and the Harris Science 
Loan Association, connected with the Field Museum, furnish 
industrial and scientific exhibits to schools desiring them. 

The City Health Department is co-operating with the schools 
through doctors' and nurses' visits, also through the dental clinics 
now being established in a few centers. These co-operating 
agencies are recognizing the fact that the growing physical or- 
ganism must be made as nearly perfect as possible, in order that 
it may meet the demands of an increasingly complex social life. 

The report of this committee would not be complete without 
mention of the very important use that the development of loyalty 
serves in education for social efficiency. Loyalty of pupils to their 



56 PUBLIC SCHOOLS. 

sciiools is as natural as loyalty to the home. It is a spirit that, 
properly fostered, develops with the years. The most potent influ- 
ence in bringing about this condition is the power of example. 
The loyalty of the school faculty to the Superintendents; of teach- 
ers to principal, of principal to teachers, and of all to the pupils; 
the support and cooperation of parents, all contribute to the result. 
One of the first things to be recognized by pupils is that the school 
to be worthy of devotion must do excellent work, and be in every 
way an institution to be proud of. Among the indirect means used 
in securing this spirit are : Uniformly just and courteous treat- 
ment of pupils by teachers, appreciation of effort with full credit 
for accomplishment in the performance of duty, and encourage- 
ment of initiative and public spirit in extra services for the school. 
More direct means are: The definite appeal to school spirit, in 
clubs and school assemblies; observance of patriotic holidays; 
salutes to the flag; formal talks on the lessons to be drawn from 
history, literature and current events. The work done by pupils 
in Civic Leagues and School Welfare Associations helps them to 
understand the relation between loyalty to home and school and 
loyalty to the State and Nation. 

A danger to be guarded against is that of mistaking an emo- 
tional loyalty, which is purely superficial, for a loyalty which is 
character building. This discriminaing loyalty, which holds indi- 
viduals and communities to a definite ideal and which oftentimes 
requires the subordination of self, must be regarded as a definite 
part of the moral training. for which the school is responsible. 

rV. Space and Equipment. 

The attitude of the school authorities toward this larger social 
functioning of the school is a determining condition of the school's 
social efficiency. Equipment or conditions merely furthering the 
school as an end in itself must necessarily fall short of the effi- 
ciency which is the subject of our survey. 

Among significant facts for Chicago to fare from either of 
these standpoints are : 

1. Chicago ranks fourth among cities of the world in popu- 
lation. 

2. Chicago ranks second to Boston among fifty largest 
American cities in per capita appropriation for public recrea- 
tional purposes. 

3. Chicago ranks twenty-second among these same fifty 
cities in per capita appropriation for public schools. 

This means that to put Chicago on a parity with Boston for 
purchasing public recreational facilities, we need about $1,100,000 



REPORT OF THE SUPERINTENDENT. 57 

more money annually; while to put us in the same class for school 
support, we need an addition of something over $5,500,000 to our 
present budget, with twenty cities of the Union now ranking nearer 
the Boston standard than Chicago in liberality of school support. 
In the absence of a due consideration of these data the sug- 
gestions for improvement in condition or equipment called forth 
by the questionnaire might appear excessive. But in the light 
of Chicago's status among American cities in available funds for 
public schools, these requests should be considered as only reason- 
able requirements- 
While many buildings already include definite provision for 
social activities in the way of space and equipment, the survey 
shows that the distribution of these facilities is as yet very uneven 
throughout the city. Many schools feel that they have space and 
equipment enough, but that such activities as are recommended 
for social training require a special director. Others indicate that 
the space at their disposal is inadequate, as well as the supervi- 
sion. Many feel that there are too many pupils to a teacher for 
eflfective work along this line. Certainly the problem of space is 
more easily .solved than that of supervision. Teachers for such 
work must be specially trained. Their hours of service must be 
dififerent from those of a class room instructor; that is, planned 
with reference to the needs of the gymnasium and the playground, 
and of neighborhood co-operation. 

Among specific requests from the high schools the most gen- 
eral are for larger assembly halls, accommodating the entire 
school; adequate stage space, dressing rooms, etc.; rooms or halls 
for parties and entertainments; swimming pools, etc.; tennis 
courts; extension of privileges in regard to the use of buildings 
and grounds after school hours; instructors for dramatic and 
athletic clubs, school teams and school orchestras; and a fund to 
meet necessary expenses of parties and other purely soeial acti- 
vities. 

Among elementary schools the need most universally expressed 
is for playground space and for a special instructor for playground 
and gymnasium work. Assembly halls and gymnasiums upon the 
ground floor arc very real needs, also more complete apparatus 
for games, etc. Garden plots, out-door gymnasiums, rooms for in- 
dustrial work, libraries, store-rooms and closet space, adequate 
teachers" lunch and rest rooms, are among the specific requests. 
Indications are that many schools are utilizing to the full the 
space and equipment they have, especially the gymnasiums and 
assembly halls. They feel keenly, however, the handicap of poor 
acoustics and. in many cases, of insanitary and heavy surfaced cork 



58 PUBLIC SCHOOLS. 

carpets, which make the floor unfit for dancing and other forms 
of gymnastic exercise. More bathrooms are needed, and, most of 
all, adequate hand washing and towel facilities in all schools. It 
cannot but be considered a grave mistake from the standpoint 
of social training, to encourage free play out of doors, games and 
gymnastics indoors, shop work and handwork of all kinds, in- 
volving the use of tools and plastic material, without providing 
at the same time means of satisfactorily cleansing and drying tlie 
hands before taking up other work. 

Without a defmite advance in the amount of our per capita 
appropriation for public education we are likely to be restricted 
in our social work for some time to come. Without a wider con- 
ception of the school as a growing social and socializing force it 
will be difficult for us to realize our ideals in any adequate way. 
And yet this survey of the work already being done with marked 
success in so many neighborhoods and schools augurs well for 
the future, and its continuance should be urged with the fullest 
encouragement and support from all interested in the development 
of social efficiency in the Nation. 

Lucy S. Silke, Chairman. 

Mary Scott Axtell, 

Head Asst., Fuller School. 
Elizabeth V. Borthwick, 

Head Asst., Irving School. 
Florence Curtis Hanson, 

Teacher, Plamondon School. 
Henry D. Hatch, 

Prin., J. N. Thorp School. 
G. OvEDiA Jacobs, 

Prin., Montefiore School. 
Mary E. Lynch. 

Head Asst., Raymond School. 
Helen C. Maine, 

Prin., Davis School. 
Mary E. Vaughan, 

Prin., Audubon School. 
Margaret A. Shirra. 

Head Asst., Logan School. 



REPORT OF THE SUPERINTENDENT. 59 



MUSIC. 

The Committee on Survey ol' Music visited sixty-five ele- 
mentary schools, twelve high schools, the Normal College, and two 
of the practice schools. The character of the work in about 
three-fourths of these schools was rated as Good or Excellent; in 
about one-fourth Fair; in only two or three schools was the work 
considered Poor. 

The reception given to the members of the committee was 
everywhere the most cordial. Every effort was made by the prin- 
cipals and teachers to furnish the committee all possible means 
for observing the work. The quiet and inspiring manner of the 
teacherg and the good order and courtesy of the pupils were a 
constant source of delight. The singing in a great majority of 
the rooms was of a high order. The children were obtaining an 
emotional education of great value. The power of music to unite 
the varying elements in the schools in a common purpose, to 
arouse the emotions, and to inspire to greater effort, makes the 
chorus singing one of the most powerful means of Americanizing 
the various nationalities, and of making all the children citizens 
of a greater republic. 

It is a rare exception, however, to find all the children in a 
room singing in tune. The unregulated, off-pitch droning of those 
who are called "montones," of those who try to carry a part with- 
out being able to keep on it, and those who cannot control their 
voices — mostly the boys approaching the period of change — give 
to singing in many of the rooms a confused and untasteful effect. 
It may be that those of the young singers who feel and execute 
their music aright — and these are the great majority of them — are 
not sufficiently disturbed by discords about them to lose the pleas- 
ure of their singing and the inspiration of their music. Still, it does 
not absolve us from the duty of correcting this error, if possible. 

Many think that it is necessary to permit unmusical voices 
to sing with the others, in order that by imitation the musical 
defects may be cured. If this is so, such singing should be lim- 
ited to the exercises for drill and to the earliest stages of learn- 
ing songs. When songs that have been fairly well learned are 
being sung for their value as music, voices which cannot carry 
the tune correctly should be permitted to remain silent. 

The quality of tone has been improved to a remarkable 
degree in the last few years. The voices are imiformly soft and 



60 PUBLIC SCHOOLS. 

quiet. Harsh, strident tones are ttie rare exception. The only 
criticism that could be made is this: In many classes the effort 
to obtain a soft voice has resulted in developing a breathy tone, 
which is lacking in vitality and carrying power. Vocalizing with 
full, round, open vowel tone the songs being studied, might remedy 
this defect without danger of producing the worse one, which 
has been so largely overcome. 

The distinctness with which the words in songs are pro- 
nounced is gratifying. In most cases the enunciation is pleasing. 
In a few instances the effort for distinctness is manifested in an ex- 
aggerated action of the muscles used in articulation, thus leading 
to disagreeable facial expressions. Such faults as pronouncing 
lUunois for Illinois and the habit of leaving out the vowel in 
the terminations er, or, ar, ur, ir, making a sharp, hard sound of 
r sufRce for both letters, might well receive further attention. 

The plan of the Course of Study and the Music Department 
in the matter of reading is admirable. In the first three grades 
songs are taught by rote. In the second grade the syllable names 
of simple songs are sung by the pupils after the melody has been 
learned. In the third grade the pupils learn to follow the tone 
track on the staff. In the later grades the successive stages of 
note reading are skillfully presented. The skill obtained in note 
reading is not in proportion to the excellence of the program. 
The reason given for this failure is that the time available for 
instruction is very short. Perhaps more important reasons are 
that the recitations in note reading are chiefly in concert, and 
the work of a pupil in music does not affect his general standing. 
Concert recitation is recognized by all teacihers as ineffective and 
wasteful of time in all other subjects, it should be so regarded 
in teaching the problems of music. It is not desirable that the 
promotion of a pupil should in any way depend upon his work 
in music, but it might be possible to prepare a series of steps or 
standards, upon the basis of which the musical ability of a pupil 
could be rated. This would give the student a strong motive for 
doing the work, and would put upon the teacher the responsibility 
of knowing what each pupil had accomplished. In most classes 
the teacher works skillfully towards obtaining a pleasing effect 
by the class. The accomplishments of individual pupils do not 
receive sufficient consideration. 

One of the most serious problems and one which gives the 
teachers their most helpless feeling, is in connection with the 
boys' voices at the period of change. In the elementary schools 
the change has rarely gone far enough to give the boy any flexi- 
bility in the control of his lower voice or any considerable com- 



REPORT OF THE SUPERINTENDENT. 61 

pass with it. This fact, together with his unfamiliarity with the 
peculiar progression of bass parts, essentially different in char- 
acter from the alto or soprano parts, to which he has been accus- 
tomed, make frequent failure of his attempts to sing the bass 
parts in the music assigned to him. Some of these boys sing the 
alto part an octave lower than it is written. This has an unmus- 
ical effect, even when correct in intonation. 

Recommendation — It is recommended that in the training of 
these voices the plan outlined in the introduction of the Laurel 
Music Reader be followed. A man's "falsetto" voice, often referred 
to as head voice, has about the compass of the child voice. The 
boy who is gradually acquiring the man's voice need not relinquish 
the upper register, but may be accustomed to using both the upper 
and the lower registers, and to making the changes from one to 
the other readily and smoothly. Until the voice is fully settled 
the use of the two registers together should be limited to practice 
exereises, songs should be sung in one register at a time, some 
songs in the chest register and some in the falsetto. 

In the primary grades the voices do not show register changes, 
and should not be carried higher than (say) E or F. At about the 
fifth or sixth grade the children begin to manifest a change in 
the vocal cords that makes it possible for all normal voices to 
produce the higher range of tones easily. The children in most 
of the rooms of these grades when tested became self-conscious 
when asked to sing as high as A flat. There should be a register 
change at about D or E. If pupils of the grammar grades are 
accustomed to vocalize above these pitches and become familiar 
with the register changes, they are more likely to sing with free 
throat than though the upper limit is put at F or F sharp, to 
which pitch they can force the voice without change. This sort 
of exercise with the voices of boys in the fifth and sixth grades 
will prepare them to make the more pronounced shift from the 
man's chest register to the "falsetto" or head tones referred to 
above. 

It is of the greatest importance that the children be taught to 
sing with the mouth and throat free and open. A large number 
of children, boys in particular, sing with throat constricted and 
rigid, and mouth almost closed. The habit of singing in this way 
makes good voice building an impossibility. Careful guidance in 
this direction during the years of school life will avoid painful 
consequences in the way of voice defects during later years. In- 
struction to open the mouth is seldom sufficient. The effort to 
open the mouth widely is likely to cause the tongue to draw back 



62 PUBLIC SCHOOLS. 

in the mouth, thus making the tone thin and liard. The more 
important point is to establish the idea of a full round tone. It 
is recommended that in the sixth grade and upward the full sound 
of be employed to a greater extent than at present. This 
should be exact in sound and formed with the mouth as widely 
open as for ah, say, the width of two Angers, with the tip of the 
tongue kept in place against the front lower teeth. If E is used 
in vocalizing and carried to high pitches, pupils should not be 
allowed to continue its thin, exact sound, but should be taught 
how to modify it on the high notes. 

In every group of pupils there are a few who cannot readily 
carry a tune. This defect is by many classed as of the same order 
as color blindness. It should, however, be ranked with such traits 
as backwardness in arithmetic or reading. Pupils who are back- 
ward in singing should receive the same discriminating attention 
that is given to pupils who are slow in other subjects. The testi- 
mony of many teachers and principals is to the effect that witfa 
skillful treament all, or practically all children can be taught to 
carry simple tunes. This would seem to call for much more care- 
ful instruction of such children than is now given in many of the 
schools. 

High Schools — Until quite recently the work in music in 
the High Schools has consisted almost entirely of the singing of 
songs learned chiefly by rote. An important advance has been 
made by the recent adoption of a Course of Study which calls for 
a technical knowledge of music. Teachers realize that the mas- 
tery of this knowledge can be brought about only by individual 
recitations, and an earnest effort is being made in this direction. 
It is too soon to estimate the value of the results. Apparently the 
work is too elaborate. Pupils are taught to define in technical 
terms things which few of them can readily exemplify. To con- 
ceive clearly of the effects of different kinds of chords in their 
various positions, and to sing those at sight, is of vastly more 
importance than to know their names. In the high schools and 
also in many classes in the elementary schools, the piano is too 
much depended upon in teaching the songs. This practice results 
in covering up defects which otherwise would be detected and 
cured. 

The work with orchestras, glee clubs and choruses forms an 
important feature of the music in the High Schools. Much of 
this work is voluntary on the part of pupils and teachers. Some 
of the most efficient organizations are conducted by persons other 
than the music teachers. The following are reported' 



REPORT OF THE SUPERINTENDENT. 63 

Led by Led by 

Led by Teachers Musician 

Music not Music Led by Led by from 

Teachers Teachers Pupils Principal out side 

Boys' Glee Club 7 

OirlB" Glee Club 7 1 1 

Chorus 5 1 

Orchestra 8 4 2 1 1 

Music Appreciation Club . 1 1 

Brass Band 1 

Choral Society 1 

Nearly every higii school has given during the year one or 
more creditable entertainments. The programs have consisted of 
operas, among others "Martha" and "Pinafore", cantatas, as "Hia- 
watha's Wedding Feast", and other fine selections from standard 
.composers. 

The singing of the various organizations of the high schools 
is remarkable and worthy of the highest praise, except in those 
cases where a few girls are allowed in the choruses to sing alto 
loudly enough to balance a much larger number on the other 
parts. Alto notes lie very largely in the part of the woman's 
voice that is naturally the weakest. There are few genuine alto 
(contralto) voices which correctly produce strong middle notes. 
Consequently, voices of a lighter character are used for this part; 
and in order to sing with power, the young voices can hardly avoid 
forcing the chest register up into the middle range, a fault which, 
to the experienced voice trainer, is about the most deplorable of 
the whole category. Tenor voices, too, are scarce; and some who 
attempt this part are likely to do violence to their throats. The 
question is, shall we risk sacrificing a few voices in order to get 
the brilliant, striking effects aimed at in chorus singing? 

Many of the leading members of the glee clubs and choruses 
are pupils who are doing exacting work in music with private 
teachers or in music schools. It seems reasonable that work done 
in this way should be given credit if the administrative difficulties 
involved could be overcome. 

Normal College — The aim of the Normal College is, (a) to 
give the students a thorough knowledge of the fundamentals of 
music, knowledge of and experience with materials used in the 
eight grades of the elementary schools, and to acquaint the stu- 
dents with the sound and efifect of their own singing voices; (b) 
to instruct students what to teach and how, and what should be 
the reacti?)ns of the children. This second part of the course 
includes a study of the range, possibilities and training of the 
child voice, from the kindergarten through eight grades; the treat- 



64 PUBLIC SCHOOLS. 

ment of the unmusical child, the changing voice and the changed 
voice. It includes further a study of the right kind of song ma- 
terial for children of various ages, and a consideration of what 
children might reasonably be expected to accomplish musically in 
the various grades, setting thus certain normal standards of ex- 
cellence and power to be obtained. The above two courses are re- 
quired of all students except those strictly unmusical. There is 
an elective course designed for those who are musically equipped. 
It includes an intensive study of the higher music forms, individual 
voioe training, song interpretation, the acquisition of a musical 
repertoire. Students in their practice work conduct classes in 
music as in all other subjects. The students observed were well 
equipped in musical technique and presented the problems of music 
skillfully. They seemed, however, to give too little consideration 
to the reactions of the children and were content to accept listless 
and inaccurate responses from the classes. 

Music in General — The Course of Study in Music in the ele- 
mentary schools, the drills and exercises in voice training, in ear 
training, and in note reading provided, and the detailed directions 
for teaching prepared by the Music Department are admirable. 
There is need of additional exercises to meet the difficulties of 
new songs and to give further aid to part singing. When a new 
song is to be studied there is need of exercises specially planned 
to meet the problems of time and interval in that song. The class- 
room teacher usually has not the skill to formulate these exercises. 
They need to be provided for her. The difficulties of part singing 
are so great that it would seem wise to limit it to quite simple 
selections. There is great need for exercises to teach the special 
form of progression of the bass parts to boys who are just begin- 
ning to use the man's voice. The entire field of music has been 
searched to find material to fill and to supplement the text-books. 
It is questioned whether the list offered is not too long; whether 
teachers should not be given a more careful guidance in the selec- 
tion of songs. Instruction in the technical phases of music is of 
great value and should receive careful attention, but of much 
greater importance is the cultivation of the taste for good music 
and an acquaintance with the best in the literature of music. 

It is recommended that the work in singing be so conducted 
that the pupils will become familiar with the best songs extant 
which are suitable to the range of their voices and their ability 
to execute. They should know these songs so well as to thoroughly 
enjoy the pleasure of singing them. The list might well include 
all of our national and patriotic songs, a wide range of folk songs, 



KEPORT OF THE SUPEKINTENDEN f. 65 

and a carefully selected list of other songs chosen for their poetic 
and musical excellence. 

The minor mode, so important an element in the higlier class 
of music, is scantily provided for in the books now in use. We 
have observed some uncertainty in the singing of the few minor 
songs that are used, which indicates a lack of familiarity with that 
mode; and for the sake of these songs as well as for its cultural 
value we recommend that more attention be given this element. 

For systematic development of the technical work, the Lyric 
Music Books are carefully constructed. The musical quality of the 
songs is not as high as is desirable. The supplementary song 
material provided by the Music Department is valuable. Its value 
is greatly lessened by the form in which it is presented. It is 
recommended that when a song or set of exercises is to be sent 
out, it be printed and furnished in sets of 50, so that one copy 
may be put into the hands of each child of a division. Otherwise 
the song must be taught by rote, or must be written on the black- 
board. Writing the music of songs on the blackboard is wasteful 
of the teacher's time, and singing from music so written is unsatis- 
factory. Best of all would be a book containing all the songs, exer- 
cises and drills. When the subject matter of a study is put in 
convenient shape, it will be used. So long as the best of it is 
scattered through many books, booklets, leaflets and mimeographed 
sheets, it wnll not be used advantageously. 

The assembly songs serve an admirable purpose. In about 
two-thirds of the schools visited, they were carefully studied. 
There are still many variations in the time. Many teachers think 
that the number of songs sent out each year should be reduced. 

The high general average of the work has already been noted. 
There is, however, in the schools a wide and inexcusable range of 
excellence in musical attainment. There is no satisfactory reason 
why there should be the divergence in results indicated by the 
following reports, which concern two schools having practically 
equal advantages. 

School A: Voices — excellent; musicianship — excellent; nota- 
tion — excellent; tones kept sweet and natural throughout grades; 
excellent leadership and good development of rhythm; reading by 
individuals, groups, and classes showed progress from grade to 
grade: excellent spirit and love of music shown; monolones prac- 
tically eliminated. 

School B: Voices — fair; musicianship — fair; notation — poor; 
many teachers had musical ability; singing — ineffective; many 
monotones; no attempt to secure better tones; no agreement as 



fiG PUBLIC SCHOOLS. 

to correct pitch; piano used too much; teachers could not conduct 
effectively while playing accompaniment; assembly singing ragged. 

It is highly desirable that the work of all schools be made 
equal to that of the best. To attain this end, it may be necessary 
to provide a greater amount of expert assistance from special 
teachers. It is essential that certain principals and teachers ac- 
quire higher musical standards. This may be brought about in 
various ways, one of the most important of which is the visiting 
of schools and classes where the work is of a high order. The 
phonograph is in use in many schools and furnishes an excellent 
opportunity for developing standards. Excellent work is found 
in schools where the music is taught departmentally and also where 
it is not so handled. In cases where the latter situation exists, the 
principal usually has particular skill in guiding the work. Ordi- 
narily, it would certainly be more economical to place the instruc- 
tion in music in the hands of those who can do it most easily. 

The teaching of music in the public schools is given not only 
to those who are gifted in this art, but to all children. The work 
is done not by trained musicians, but by teachers of general cul- 
ture. Judged from these two points of view, the work in the 
Chicago public schools is of a high order. 

Charles D. Lowry, Chairman. 

Frederic W. Root, 
Charles S. Bartholf, 

Principal, Goethe School. 

FeLICITAS J. BiNNA. 

Teacher, Schley School. 
Florence U. Colt. 

Principal, Libhy School. 
Abigah. G. Ellings, 

Principal, Greeley School. 
Luella Hastings, 

Teacher, Armstrong School. 
Florence Holbrook, 

Principal, Forestville School. 
Thomas C. Johnson, 

Principal, Haugan School. 
Nettie L. Jones. 

Teacher, Crane Tech. High 

School. 
Charlotte L. Mitchell, 

Teacher, Wicker Park 

School. 
Frederick M. Sisson, 

Principal, Doolittle School. 



REPORT OF THE SUPERINTENDENT. (>7 



TRAINING OF TEACHERS. 

The Training of Teachers for the Chicago public schools is 
divided into three parts: (1) The Chicago Normal College, (2' 
Three Practice Schools, and (3 A period of four months' cadet- 
ship in the elementary schools of the city. 

In organization, the Chicago Normal School is comprised of 
the following: — (1) Chicago Normal College and three Practice 
Schools; (2) Normal College Extension; (3) The Library; (4' 
The Press. The Practice Schools are representative of a fairly 
wide range of school conditions. One — the Haines Practice School 
— is located in an industrial section of the city; the other two 
— the Parker Practice which adjoins the College and the Garter 
Practice — teach children from fairly representative American 
homes. 

Four undergraduate courses are scheduled and conducted for 
training teachers in the Normal College : The Elementary Train- 
ing Course; the Kindergarten Training Course; the Industrial Arts' 
Training Course; and the Household Arts' Training Course. These 
courses are outlined to extend over a period of two years' train- 
ing, making it necessary for graduates to satisfactorily complete 
1720 hours of work, and to give approved evidence in their prac- 
tice and cadet duties of ability to teach children. In addition, two 
graduate courses are given, — one for the Oral Instruction of the 
Deaf, and another for the Instruction of Crippled Children. 

The courses prescribed by the Normal College are presented 
hy seventeen departments as follows : Educational Organization, 
Education, Psychology, English, Oral Expression, German, History, 
Mathematics, Science, Physical Education, Art, Industrial Art. 
Music, Kindergarten, Oral Instruction for Deaf, and Household 
Arts and Science. 

The practice teaching is required for the last semester of the 
second year of all courses two hours daily, twenty consecutive 
weeks, ten consecutive weeks with one group of children and ten 
with another in a lower or higher grade; the two hours daily to 
he devoted by the student to teaching continuously the same sub- 
ject and to observe the training teacher instruct the same group 
ill one or more subjects. The practice work is assigned by the 
faculty of the Normal School. Before entering upon it the prac- 
ticing student submits to the head of the department in which 
her assignment falls a plan for the ten weeks work. She is directed 



68 PUBLIC SCHOOLS. 

and guided by the critic teacher and by a member of the faculty. 
Therefore, the point of convergence of all the students' training 
is represented by this actual practice in teaching children and it 
will be seen that the critic teachers of the Practice Schools play 
no small part in giving point and efficacy to the whole course 
of training. The intermediary channels through which the influ- 
ence of the Normal College training flows are the courses in Spe- 
cial Methods given by the several departments, affording a direct 
opportunity to unite the theory and practice of the Normal School 
with an interpretation of the subject-matter which the amateur 
teacher must handle in the future. 

The undergraduate student-body is selected by examination 
prescribed and conducted by the Board of Education with the 
exceptions hereafter noted. For admission to the final examina- 
tion, a candidate must be at least 16 years of age and file an official 
statement that he is a graduate of an accredited Normal School, 
or a regularly matriculated student of at least one year's standing 
in such institution; or a graduate of a public high school in Chi- 
cago; or a school of equal grade. Institutions other than the public 
high schools of Chicago are to be accredited as of equal grade with 
them upon presentation of an official statement showing a course 
of study and an administration of said course equivalent to that 
adopted by the Board of Education for the Normal College Pre- 
paratory Course. 

Former teachers in the public schools of Chicago, graduates 
of accredited colleges and universities, and such Cook County high 
school graduates as are recommended by the County Superinten- 
dent of Schools are exempt from the academic examination, 
although, in common with all other entrants, they are required 
to pass a physical examination. Students admitted to graduate 
courses must either have completed the undergraduate course in 
the school itself or must be teachers in the public schools of 
Chicago whose efficiency records are good, excellent, or superior. 
Advanced standing of one year is accredited to former teachers in 
the public schools of Chicago and to others certified as complet- 
ing a two years' course in an accredited normal school, college, 
or university. It will thus be seen that there are large possibili- 
ties for variety of interests and for inequalities of preparation of 
the entrants, all of which raises a group of problems that insist- 
ently obtrude themselves upon the attention of their instructors. 
As a matter of fact, a determination of the sources providing the 
graduates for nine successive years shows the following distribu- 
tion: 



REPORT OF THE SUPERINTENDENT. 69 

Public High Parochial former University County Hlgn 

Year Schools Schools Teachers ©raduates Schools Total 

1905 50 33 3 7 «3 

1906 83 48 12 7 6 166 

1007 134 47 3 2 47 288 

1908 127 77 2 13 9 228 

1909 147 80 4 21 3 256 

1910 144 96 4 13 10 2b7 

1911 198 107 7 13 8 333 

1912 139 87 4 13 5 248 

1913 145 100 2 22 10 279 

Totals 1167 675 41 104 105 20»2 

Per Cent 9 years. . . 56 32 2 5 5 

Had your committee sufficient time at its disposal the plan 
would have been carried out of finding to what degree graduates 
of these respective preparatory institutions were fairly repre- 
sentative of their class-mates, or the school as a whole, in schol- 
arship and in promising personal characteristics for the profes- 
sion. The only data ready to hand at the present came from the 
principals of the public high schools from which those entrants 
graduated, giving an expression of their own estimate and of the 
faculties of the schools, as to whether those who elected to enter 
the Chicago Normal were superior, equal to, or below the average 
of their class in the following respects: — (1) Scholarship, (2. 
Ability to lead or play a co-operating part in high school activi- 
ties, (3) Social standing in student-body as rated by school-mates, 
(4) Personality and personal appearance. 

The reports of 15 schools are recorded and in these the fol- 
lowing is indicated: With respect to scholarship, seven of the 
number believe that the entrants are below the average; eight 
report that they are equal to the average, and of this latter num- 
ber three of the schools assert that a small proportion — about one- 
third — are superior, while the remaining two-thirds reduce the 
group to about the average ranking. In power as expressed in 
ability to lead or play a co-operating part in high school activities, 
four schools assert that their graduates choosing this means of 
entering the profession of teaching are below the average; nine 
schools state that they are equal to the average, while again two 
schools each have a small body included in this grouping that are 
superior in the characteristic noted. In social ranking by their 
school-mates, five schools report the entrants below average; ten 
schools assert that they are equal to the average and again in 
three schools are to be found a small proportion that rank with 
the best. In regard to the elusive characteristics of personality 
and personal appearance, six schools declare that normal entrants 



70 PUBLIC SCHOOLS. 

are below, while nine maintain that they are equal or superior to 
the average of their mates. 

Of course, such a rating depends throughout on the character 
of the community in which the different schools are located, and 
for this reason no attempt was made to compare the clientele. 

Passing on from this survey of the process of admission and 
the consequent quality of the original material furnished to the 
institution, we endeavored first, to get some indices of the efficiency 
and workings by observation of the institution in action, and sec- 
ondly to secure some records indicative of the success of the stu- 
dents working under the actual conditions for which they had 
been prepared. Further, it was thought desirable to collect any 
other data that might assist us in evaluating the efficiency of 
the institution in terms of its products, as well as to call attention 
to any factors, other than the quality of the student-body referred 
to, that might intercept the transmission of its best influences in 
the elementary schools. 

For the purposes of visiting the institution to observe what 
and how these students were taught as well as to note how this 
training was carried out in practice, the committee was divided 
into ten sub-committees to review and report on a single depart- 
ment, or a group of more or less allied departments. Because 
of the diversity of organization and procedure of work necessarily 
obtaining in departments, as well as to insure against the employ- 
ment of merely general descriptive terms, it was deemed advisable 
to report the results in separate form though roughly conforming 
to the points for notation agreed upon in advance. 

Educational Organization, Education, Psychology: 

Your committee visited several of the college class exercises 
of these departments. According to evidences in the class room, the 
question somewhat naturally arises as to the wisdom and advisa- 
bility of requiring the distinctly technical information in the foun- 
dation course so early in the training career of such immature 
minds. The attitude of students in a fourth semester class in 
general Psychology which was visited was more hopeful. All 
members of the class were alert and thoughtful throughout the 
hour. The questions and suggestions were closely related to the 
students' experience and pointedly directed toward her future. In 
the class exercises in Education, it was evident that the students 
were thinking closely upon their experiences and looking intently 
into the future when they would be actively engaged in the work 
of the school room. Further, in another class exercise dealing 
with modern extensions of the traditional work of the school, it 



REPORT OF THE SUPERINTENDENT. 71 

was evident that the professional view-point of the teacher as 
educator was being developed. 

For the first year in the Normal School, 820 hours of work 
are offered. Of these, 120 hours are devoted to psychology and 
ethics, designed to give the students insight into the attitudes and 
mental movements of children sufficient to furnish criteria for 
selecting and organizing subject-matter for presentation to pupils 
in the dififerent grades of the school. Tlie remainder of the time, 
700 hours, is given to a study or review from the teacher's stand- 
point of subjects ordinarily taught in the elementary schools: — 
English, Geography, Mathematics, Science, the Arts, Oral Ex- 
pression, Music, and Physical Education. 

The theory of the course is that the psychological side will 
find its expression in the reorganization for teaching purposes of 
the subject-matter of the academic studies. In practice this reor- 
ganization may or may not take place. Young teachers teach 
largely according to habit. At least in the crises of their work, 
it is habit that comes to the front and carries them over their 
difBculties. They teach as they have been taught. If the aca- 
demic studies as they are taught to these students do not ex- 
emplify the principles of psychology, if the subject-matter as 
presented to these girls has not itself been psychologized, the 
psychological side of this first year's work is likely to have little 
effect upon^the subsequent teaching work of these girls. 

How far the psychological departments influence the organ- 
ization of the subject-matter presented to the students in the 
academic studies, your committee had little opportunity to judge. 
We did, however, visit a few classes and are of the opinion that 
the connection between the two sides of the student's work ought 
to be closer. A prominent part of the year's work on the side of 
method is practice work in the schools. The committee visited sev- 
eral classes taught by these student-teachers and is of the opinion 
that these girls should have more detailed help in arranging their 
work before attempting to present it to the class. One student 
was teaching work which she, herself, had never had. Another 
was working from a plan which might profitably have been used 
by a class in advanced high school. Others were teaching work 
which they had taken in the Normal School and appeared to have 
well digested plans. From our investigations it would appear also 
that the special methods classes which go along with this work are 
too general in character to be of the greatest help to these stu- 
dents. Your committee is also of the opinion that these students 
should have the opportunity of seeing a great deal of good teach- 



72 PUBLIC SCHOOLS. 

ing and of discussing its merits and demerits before entering upon 
this trial work on their own account. 

Our suggestions may be summarized as follows : 

1. The work in the psychology and method subjects should be 
such as will give the students direct help in interpreting the at- 
titudes and activities of children, and in organizing school activi- 
ties to assist and stimulate normal growth. 

2. The psychology department should have a greater influence 
upon the work done in the academic studies. 

3. The work of preparing the girls for their practice work 
and of assisting them while at that work should be more carefully 
organized. 

Engluh: 

Four classes in the Normal College and eleven rooms in Uie 
three Practice Schools were visited. The subject-matter in this 
department is offered to students in eight courses, two of which 
are prescribed while the other six present a wide range of electives. 
In the foundation course in English, one hundred hours are spent 
in (1) oral and written composition, (2) reading for informational 
purposes and literary cultivation. 

The work in oral and written composition took the form of 
a discussion by the class, which kept close to the past experience 
and future needs of the students. The questions asked by both 
instructor and students were direct and intelligent, and helped 
to clear up the subject under discussion. A careful summary 
was made at the end of the exercise. 

One hundred hours are devoted to the study of "English in 
the Elementary School." A careful selection and organization of 
material for elementary work in reading, composition, word-study, 
and grammar has been made. A practical application of the work 
was seen in the three Practice Schools visited. Class exercises 
in the "Technical study of English" and in "American Literature" 
were likewise observed and although the subject-matter was 
from the academic point of view superior yet the exercises were 
not so adapted to the capacity of the students' past experience, nor 
so happily applicable to the ultimate purposes for which the 
training is taken. 

Oral Expression: 

Forty hours are given to (I'i practical phonetics, (2) me- 
chanism of speech, (3) correct formation of English language, 
etc. One hundred hours are devoted to the study of oral inter- 
pretation of literature, principles of expression, and the selec- 
tion of materials for reading aloud. The classes visited in the 



REPORT OF THE SUPERINTENDENT. 73 

above subjects were exceptionally good. The oral reading showed 
excellent results in enunciation and articulation. The expression 
was pleasing and the vowel work notably good. The material 
selected was both interesting and instructive and the work care- 
fully planned. The greater number of questions were asked by 
the teacher but they related to the subject under discussion and 
had a definite purpose. 

German: 

The German Department offers lour courses: (1) Grammar 
and History of Literature, (2) Special Methods, (3) Methods of 
teaching German, (4) Training in the use of the Spoken Lan- 
guage. The instruction given in all of the German classes was 
excellent. The suggestions of the teacher quickly brought out 
both the strong and weak points in the recitation. The pupils 
were alert, interested, and well prepared. The students were 
gaining high professional standards while doing work which 
would be of actual, practical value to them in the handling of 
pupils. 

History and Geography : 

The committee visited all the Normal College classes and 
fourteen practice classes in the three Practice Schools, directing 
their attention to the following points: In the department of 
history, one course is required and three electives are offered in 
addition to the course in Special Methods- At the present time 
there are no classes in the elective courses and the required 
course on "Constitutional and Industrial History in the United 
States" is prescribed for the second year of the Elementary 
Training Course. In the department of geography, there are two 
courses required and two elective. Of the former, the foundation 
course is demanded as a part of the training of the first year 
of Elementary Training Course and the major portion of it in 
tlie second year of the Kindergarten Training Course. The course 
in Special SNIethods is required of students dui'ing their term of 
practice in teaching geography, or the second semester of the 
year. A class which had elected the course "The Geography of 
Chicago" was visited. No classes were found in the elective 
course "The Geography of Commercial Products." With regard 
to the class work in history, the plan is academic, there being 
no special reference to problems of presentation and method 
although many suggestions might be gained from the good exam- 
ple given in planning and conducting the class period. 

In all the practice classes that the members of the com- 
mittee visited, the pupil-teachers were in charge of the class 



74 PUBLIC SCHOOLS. 

work. The critic teacher gave helpful suggestions immediately if 
she considered it advisable to do so, but otherwise she simply 
made notes at the time and reserved her critcism until the class 
period was over. 

Mathematics: 

Four days were spent by the commitlee at the Normal 
(College and Practice Schools. In the former, two classes were 
visited — one in the first and the other in the fourth semester. 
While the instruction was excellent, the instructor's questions 
clear, and, to a student with a mind keen to learn, thought- 
[)rovoking, the students did not impress the committee as being 
alert to their advantages. Although the lessons were topical and 
definitely assigned in advance, many of the students were poorly 
prepared. It is suggested that some means be devised for infor- 
mal or formal observation of expert teachers of children earlier 
in the course. In the practice schools, recitations by student- 
teachers in the second, fourth, fifth, and sixth grades were 
observed. The student-teachers seemed well prepared. They 
understood the use of the appliances at their command and pre- 
sented the lessons clearly. The recitations showed carefully 
worked-out plans and were methodically given. The critic- 
teacher never manifested any impatience toward the student- 
teacher and she reserved any specific criticism until the class 
was dismissed. 

The class in Special Methods was composed of students who 
had been in the Practice School less than two weeks. The 
questions which they prepared and submitted to the instructor 
showed a thoughtful attitude of mind toward the work they 
were doing. The students seemed to be getting some psycholog- 
ical methods of approaching the subjects under consideration. 

Science: 

The Department of Science offers eight courses. The aims 
of this department are, — (1) To develop the scientific attitude 
of mind, (2) To impart a knowledge of some of the common 
things of every-day life, (3) To be of immediate assistance to 
the students in their practice teaching of Nature Study, (4) To 
give the students in the Household Arts, Industrial Arts, and 
Physical Education Courses some science work which will be 
useful in their special fields. On the whole, the work of this 
department is based upon a clear understanding of what is 
desirable and possible of accomplishment in the elementary 
schools of the city. 

Your committee visited three college classes and in two of 



REPORT OF THE SUPERINTENDENT. i •) 

these excellent work was being done. Tn the third class the 
work seemed to be entirely foreign to the former training aniJ 
present interests of the students. 

The students in the class for Special Teachers of Household 
Arts were working in the second semester of the Household 
Arts Course. The previous academic training of the students 
seemed to have been adequate. The problem under discussion 
grew out of laboratory work dealing with the heat values of 
various fuels, the cliemistry of combustion, etc. The informa- 
tion acquired will be of little value to the teacher, when she 
comes before a class in cooking. However, the discussion did 
have a good deal of cultural value to the students themselves. 
and it is to be hoped that the instructor's very skillful handling 
of the problems will have its effect upon the future work of these 
teachers. The students enrolled in the class in Botany .were in 
the first semester of the course. Tie academic training of the 
students before entering the Normal School seemed to have been 
very diverse and in most cases very inadequate. The class 
discussion was definite and closely related to the future needs 
of the students. The instructor was giving definite preparation 
for the teaching of Nature Study in the Practice Schools, as 
the course was outlined to the committee by the head of the 
department. This ins' .'uctor was also doing some excellent work 
in oral English. . Tl .• practice teaching of students one year 
ahead of the pupj.^s '.; this class, showed the good effect of the 
acadBmic work n .'ii the previous year. 

Physical Edncatic?i: 

One foundation course on elementary physical education 
is required in the Elementary and Kindergarten Training Courses 
respectively, designed to develop the student-pupils themselves 
and to acquaint each of them with adequate gymnastic material 
and p' ly activities for use in the public schools. Half of this 
is '-ihen in the first semester and half in the second. This is 
carried on further in the Special Methods course while two 
advanced courses are presented for the choice of certain groups 
desiring them. 

Your committee listened to an excellent discourse adequately 
illustrated on proper position in standing and walking. This was 
subsequently supplemented by testing exercises for each student 
and afterwards a group-drill to music was indulged in. The pro- 
cedure throughout was very commendable. Two practice classes 
were visited — one in second grade and the other in fourth grade. 
In each case a critic teacher was present, giving no directions nor 



. i> PUBLIC SCHOOLS. 

suggestions until the student- teaclier iiad finished. The classes 
were then taken by the critic teacher, thus giving the student- 
teacher the opportunity to observe work in the hands of an ex- 
perienced teacher. 

With regard to suggestions, we hesitate to speak of the lack 
of space to adequately carry on the work. The much-needed gym- 
nasium which is nearing completion ought to meet all necessary 
requirements for the good work of physical education. It would 
seem highly advisable to have a resident physician at the school 
not only to remedy slight ills that arise and to guard and protect 
each student against undue strain, but as well to insure for each 
student-teacher the necessary advice in the correction of physical 
faults in herself and some instruction in the diseases and defects 
of children. 

Art and Industrial Arts: 

Eight course are offered, three of which are required — one 
on "Design, Bookbinding, Textiles, or Woodwork," and another, 
supplementary, for the student not taking music to be taken in 
the first year, and further, the course in Special Methods is re- 
quired during the student's term of practice teaching. The 
committee visited one class in crocheting and knotting, working 
from previously prepared drawings and designs, which was well 
conducted. Another class in woodwork was seen in operation. 
The material for class work was first discussed and subsequently 
the students proceeded to work out their series of problems. 
Another class in the same subject-matter was seen at work 
wherein no apparent prescriptive directions were given, but it 
was plainly evident that the subject-matter was well handled. 
Still a fourth class was observed at work, consisting of a rather 
small group of young men students wherein they were intelli- 
gently discussing material to be subsequently used in working 
out problems. A fifth class w^as visited in the Department of 
Art, which had under discussion house decorating and furnishing. 
Each person in the class had previously prepared, under direc- 
tion of an Industrial Arts' teacher, an ideal house. At this 
point the Department of Art took up the work relative to dec- 
oration and furnishing. This co-operation of the two depart- 
ments was very noticeable in the greater part of the work 
planned, and cannot be too highly commended. At two of the 
practice schools seven classes conducted by pupil teachers were 
observed. Of those practice-exercises six of the seven classes 
were well conducted, planned well, vigorously carried out and 
illustrative of the methods taught them. 



REPORT OF THE SUPERINTENDENT. 77 

The work observed was, on the whole, so conducted as to de- 
velop teaching power and ability in the students, although the 
causes that prevent these young graduates from carrying these 
good influences into the school room are not so easy to point out. 
The housing for classes and in some respects the equipment is 
poor, but the new Arts and Industrial Arts building, nearing com- 
pletion, ought to give ideal quarters and opportunities. 

Music: 

The foundation training course in musical technique re- 
quired of all students in the Elementary Training Course is di- 
vided into two parts. Forty per cent of the whole is required 
in the first year of the Elementary and Kindergarten Training 
Courses and the remainder is prescribed for the second year of 
the former course. An excellent opportunity of bridging the 
academic work and the practice teaching is presented in the 
course on Special Methods. Further, for those so electing to 
pursue the study further, a course covering one hundred hours is 
outlined on Music Appreciation. Sixteen music recitations were 
observed and about an equal number of practice teaching exer- 
cises. On the whole, the work in the college courses was well 
given and appreciated, indicating the beginning of power to 
adapt the material to class-room use, and to regard the teaching 
of children in a professional way. In their practice teaching 
these students markedly showed the influence of the instructors. 
It was further noted that the critic teachers assumed a helpful 
attitude toward the student-teacher. Valuable criticisms of their 
efforts were made and demonstrations of how to teach were of- 
fered them. The following suggestions are submitted: 1. Un- 
doubtedly more confidence and self-reliance could be engendered 
were the opportunity given for more practice work. 2. It is be- 
lieved that only talented students should be expected to teach 
music in the elementary schools in the 6th, 7th and 8th grades. 
3. L«ss technique could be given to all students except those fol- 
lowing the special course. This extra time could be used for 
practice work. 4. It would be highly desirable to conserve and 
develop the talented students for departmental music work in 
the public schools. 

Kindergarten and Oral Instruction for the Deaf: 

The Kindergarten Department conducts, with the assistance 
of the general academic corps of the Normal College, a distinc- 
tive training course, requiring for graduation the same total 
number of hours' w'ork as demanded by the Elementary Training 
Course. In the Kindergarten Department proper, two hundred 



78 PUBLIC SCHOOLS. 

and fifty hours of this work are required during the first year 
and an equal number of hours, including the double time allotted 
in the special methods, is given in the second year. In all but 
one class the work of instruction was good, and this adverse 
comment refers only to the fact that a great deal of indefinite- 
ness was noted in the responses of the students. Moreover, in 
observing the work of the student-teachers in practice, it was 
noticed that all the general or circle work was done by the critic 
teachers. The work in itself was excellent, but it is our opinion 
that some of it, at least, should be done by the student-teachePi 
The instructors were, in every instance, capable, efficient and sym- 
pathetic, and might be more helpful if permitted to see and criti- 
cise more of the work of those under their charge. 

The Department of Oral Instruction for the Deaf likewise 
gives a special course designed to prepare students for this work 
in the Elementary Schools of Chicago. Until tlie end of the first 
semester of the present school year it was catalogued as a grad- 
uate course which required for admission thereto either the com- 
pletion of the elementary training courses, or for former teachers 
in the public schools of Chicago an efficiency standing marked at 
least "good." P'ormerly the additional year required was devoted 
exclusively to this specialized training, and required four hundred 
and twenty hours in all. The school has had, since the establish- 
ment of the Training Course, small success in inducing students 
to take the course, because of the difficulty of the work and the 
three years required for graduation, hut since the inauguration 
of the policy of the two-year course, a promising class of four 
students have elected this training. The academic work, which 
is almost inseparable from the practice, was well conducted. The 
practice work with the student-teachers was carried on with in- 
dividual children. No regular critic-teacher work was seen, 
although by this we do not mean that none exists. 

Household Arts and Science: 

This department gives a two-year course with twenty weeks' 
practice work in sewing and ten in cookery. Six classes were 
visited at Normal College and eleven at Practice Schools. The 
class work is admirably planned and carried out, the instruction 
being closely related to the future use of the student, both in 
the regular class work and in the Special Methods. 

The course in Planning, Decoration and Maintenance of the 
House, given in co-operation with the Arts and Industrial Arts 
Department, is to be commended- The course in Millinery adds 
to the practical work in Household Arts. 



KEl'ORT OF THE SUPERINTENDENT. id 

With the large enrollment in this department assistants 
would be needed to enable these instructors to give more time 
lo the supervision of practice teaching. The attitude of the 
critic teachers toward the practice teacher was found to be very 
helpful, never fault-fmding. The discussions and general atti- 
tude of students in class exercises were indicative of efficient 
teaching. 

Several of the students were visited during the first or sec- 
ond lessons presented by them in their practice work, a truly 
difficult position for them. Their ability to present the lesson 
as planned and the results obtained were extremely commend- 
able. Others were visited during the last week of their practice 
work. These showed by their self-reliance and by the finished 
work of their classes that they had to a great extent overcome 
whatever difficulty they may have encountered at first. 

The large membership of the present class makes it impos- 
sible for each member to have her full practice time. If the 
large membership continues, more provisions for practice work 
should be made in this department. 

To supplement the reports made in observations of the Nor- 
mal School, your committee outlined an extensive plan of getting 
some comparative indices of the efficiency of the work of grad- 
uates in actual teaching service in the schools by determining: 
\. The efficiency rating in teaching for five years as compared 
with their Normal School standing, their grade on entrance ex- 
amination, and previous to that their high school records. 2. 
The rating of each graduate for the past five years when placed 
on the eligible list for assignment, at the end of her four months' 
trial-service or period of cadetship. 3. The efficiency ranking 
of each student of the foregoing at the end of her third year of 
teaching. 

With reference to No. 1, the time at our disposal was not 
found adequate; and likewise for No. 2 and No. 3 in to to, so 
that only for two years of our contemplated task were the grad- 
uates followed up individually in their service of teaching. 
While aware of the complexity of factors which are operative, 
due to the entrance of difficulties and dangers in transmuting 
the descriptive terms of "inefficient," "fair," "good," "excellent," 
and "superior," employed in teachers' markings, backward into 
the percentage rankings on assignment, and further because 
other things being equal, we should expect rankings to advance 
with increased experience, nevertheless, without going into de- 
tail we must affirm that the tendency is for these young teachers 
to continue climbing and rank with the best, while at the other 



80 PUBLIC SCHOOLS. 

extreme, there is no downward current and no failures are noted 
in the individual cases followed. 

One of the most obvious questions that arises concerns the 
number of teachers furnished by the Normal School in com- 
parison with the needs of the elementary schools of Chicago. The 
following table is submitted covering a period of ten consecutive 
years : 

Number of Number 

Assignments to Elem. of Normal Per Cent Supplied 

Year School Positions School Graduates by Normal School 

1903-04 520 74 16% 

1904-05 442 92 20% 

1905-06 465 130 28% 

1906-07 464 193 41% 

1907-08 401 219 54% 

1908-09 420 261 62% 

1909-10 343 270 78% 

1910-11 367 346 90% 

1911-12 408 245 60% 

1912-13 465 215 46% 

Total 4295 2045 

One must not infer that these numbers for each year are 
directly representative of supply and demand. A period of cadet- 
ship intervenes between graduation and assignment, and, inas- 
much as all persons on the eligible list are ranked and assigned 
in order of merit, a period of delay often ensues, much more 
noticeable in former years than at present, due to the existing 
superfluity of numbers, and this in turn is attributable to many 
conditions beyond control. 

However, taken for a span of ten years, it is believed that 
some idea may be secured of the number of elementary teachers 
supplied through this medium. It was planned to have a more 
direct comparison by counting the number of Normal School 
graduates included in the total number assigned each year for 
each department of public school work, but time permitted your 
committee to have at hand a count of totals for only two consec- 
utive years, of which the perentages are 53 and 69 respectively. 
It must be noted likewise that quite a number of factors co-oper- 
ate to limit the number entering the service of teaching in Chi- 
cago through this channel. Some of the most important of these, 
coming to the attention of your committee, may be cited without 
comment: 1. The fact that for a few years the length of the 
total time of training was extended from two years to three years. 
2. The raising of standards of admission. 3. The fluctuations in 
municipal sentiment and in consequent educational policy, relat- 



REPORT OF THE SUPERINTENDENT. 81 

ing to the desirability of the Board of Education of Chicago at- 
tempting 1.0 educate the whole or even the major portion of its 
teaching corps. (The number of entrants was lixed by rule of 
liie Board of Education at 250 or such additional numbers as 
might be considered desirable to accommodate.) 4. The afore- 
mentioned delay in assignment during a certain year or number 
of years, and the inlluence of this discouraging news on would- 
be applicants. 5. The fact that entrance to Normal School is 
made conditional upon the successful passing of an examination. 
Although this examination may be sub-divided and parts of the 
same may be attempted early in the high school career, many 
delay, fail to decide, and subsequently fear the examination in 
toto. It might be noted further that the required physical ex- 
amination for all entrants, while endeavoring to improve the 
quality, limited the numbers during the first five years after 
adoption, less than 7 per cent, and during the last five years less 
than 3 per cent. The location of the Normal School buildings 
and consequent distance from all sides of Chicago other than the 
south side is mentioned as a deterrent of entrance. On this point 
ihe following data are presented through the courtesy of the 
principals of elementary schools of district No, 2, which gives 
the residences of the students at present in attendance at the 
institution: 

County Students (not considered) ' 58 

Residing North of 12th Street 192 39.6 

Residing South of 12th Street 292 60.4 

Unclassified " 

Total 549 

In former years the four months' period of cadetship in the 
schools played an important part in the training of Normal 
School graduates. After the payment of the regulation stipend 
for expenses ($20.00 per month) was abandoned, the custom has 
grown up of requiring more and more service as substitute 
teachers, until at the present time the cadet's four months' pro- 
bationary period is practically spent in substitute service, i. e., 
teaching the classes of absent teachers. 

If the cadet remains at least two days filling such a vacancy, 
her work is marked as to its worth by the principal of the 
school, and should she not be so fortunate as to fall into a posi- 
tion to which the regular teacher of the room does not return 
for a number of weeks — a situation that sometimes occurs — it 
is probable that she may not remain with tlie same group of 
children more than two days, or even one day, and it is within 
the range of possibilities that she may have a different class- 



H2 PUBLIC SCHOOLS. 

room each day of the total four months. Besides this, should 
her service be given in more than one school district of the city, 
her work will be evaluated by the District Superintendent of 
Schools of each such school. The average mark or ranking ac- 
corded her from this service of teaching is equated with the 
school marking given her by the Normal School on graduation, 
her practical standing to count for one-half and her Normal 
School rating to have equal value thereto. 

The committee on survey suspected that herein lay possibil- 
ities of temporary or permanent interference with the training 
given by the Normal School, and it was subsequently ascertained 
that the Superintendent of Schools, in her annual report as prin- 
cipal of the Chicago Normal School 1906-1907, page 128, had 
called attention to the injurious effect during cadetship of this 
substitute service on professional training. With this end in 
view a questionnaire was sent to each- principal of an elemen- 
t;;ry school of whom two hundred and thirty-eight made full re- 
sponses, also one to two hundred and seventy- five graduates of 
the Normal School of not less than three years' experience or 
more than five years, of whom seventy-five replied. 
Brief summaries of the results submitted follow: 
Of the principals, twenty-five believe that it is fair to mark 
;j substitute cadet on the basis of a minimum two days' service, 
and two hundred and seven believe it is not; one hundred and 
forty-six think that the work of substituting is too difficult a 
task for an inexperienced teacher to undertake, and eighty-one 
think it is not; one hundred aitd thirty-two are of the opinion 
that substitute service is liable to disintegrate the young 
teacher's training, and ninety-five think it does not. The major- 
ity affirm that there is not an undue emphasis on "discipline" in 
such markings (although man5^ admit that with regard to disci- 
pline they must consider this from the viewpoint of her service 
in the school rather than her training) ; one hundred and fifty- 
four believe that it would be beneficial to these young teachers 
as well as to the school system if graduates of the Normal Col- 
lege were assigned to rooms of small membership and remained 
there at least four months, and seventy-two believed that it 
v.'ould not, giving their preference to the previously obtaining 
cadetship service. Of the graduates of the Normal College, 78.6 
per cent say that more than one-half of their cadet time was 
given to substituting and 21.4 per cent reply that less than one-half 
of the time was so given; 49.3 per cent affirm that they vv^ere able 
to apply their Normal training in the service of substituting, 21.3 
claim that they were not, and 29.3 per cent say they were able 



REPORT OF THE SUPERINTENDENT. 83 

to apply it only partially; 96 per cent believe that substituting 
is more diflicult than regular teaching and 4 per cent that it is 
not; 80 per cent would prefer at lirst a regular room, the remainder 
are just as positive they would' not. 

Further, the i'oUowing biief summaries are submitted from 
replies made by principals of elementary schools and by princi- 
pals of high schools. The first refers to an expression of opinion 
concerning the eificiency of the graduates of Chicago Normal 
School and their preparation for teaching after two years' ex- 
perience, when compared w'ith experienced teachers who had 
come into the educational system of Chicago by examination; 115 
principals are of the opinion that graduates of the Normal 
School make less efficient teachers than those brought in by ex- 
amination, and 97 express the opinion that they are more effi- 
cient; 30 principals give no answer, and 16 state that there is no 
appreciable difference. Moreover, 15 principals of high schools 
make suggestions for bringing the vocation of teaching more 
prominently before the graduation classes of the high schools. 
Of these, 7 suggest that the graduates of the public high schools 
sliould be admitted to the Normal School without examination; 
6 suggest talks or conferences before high school classes by the 
Normal School faculty; 1 believes that the Normal School should 
be more centrally located, while another is desirous of changing 
the attitude of the Normal School faculties toward the training 
received in the high schools. 

Finally, on the question of increasing the number of admis- 
sions to the Normal School and of improving the quality of its 
product, tlie following suggestions were formally or informally 
rollected: 

1. That the Normal School should be made a more integral 
part of the public school system by admitting graduates of the 
public high schools without examination. 

2, Thai some plan should be devised for securing a pro- 
rata apportionment for each public high school and for each 
accredited high school, thus giving the schools an opportunity 
to offer their best product to train for the profession of teaching. 

3. The cadet period should be made financially productive 
to the graduates of the Normal School without requiring them 
lo perform tiie work of substituting. 

4. The vocation of teaching, -and this means of entering it, 
should be kept prominently before the students of the high 
schools by addresses by members of the faculty of the Normal 
School, formal and informal meetings, such as a "high school 



84 PUBLIC SCHOOLS. 

day" at tlie Normal Scliool, acquaintance with their best teach- 
ers of the staff, and the like. 

D. P. MacMillan, Chairman. 
Ira C. Baker, 

Prin. Earle School. 
Daniel J. Beeby, 

Prin. Oglesby School. 
J, Clara Breese, 

Prin. Burke School. 
Mary Garter, 

Teacher Nash Scliool. 
Anna M. Cody, 

Teacher Bass School. 
Mabel S. Condon. 

Teacher Kershaw School. 
Nellie E. Dunton, 

Teacher Kohn School. 
Mary S. L. Hartigan, 

Prin. Harvard School. 
Harriet F. Hayward, 

Prin. Dante School. 
Leslie Lewis. 

Prin. Kozminski School. 
John A. Long, 

Prin. Hammond School. 
Mary E. Marnell, 

Prin. Dunning School. 
Emma McCredie, 

Teacher Komensky School. 
Helen W. McLaughlin, 

Prin. Drake School. 
Catharine Seeberger, 

Teacher LaSalle School. 
Marian M. Shea, 

Teacher Langland School. 
Elizabeth Smyth, 

Teacher Peabody School. 
Bertha Sutter, 

Teacher Nettelhorst School. 
Emma M, Turner. 

Teacher Byford School. 
Harry S. Vaile. 

Prin. Froebel School. 



REPORT OF THE SUPERlNTfiNDENT. 85 



KlNDKHGAin E^S. 

In order to secure the best results in the kindergarten survey, 
it was thought best to sub-divide the general committee into 
groups for the purpose of observing the art, occupation, gifts, 
English, circle work, and equipment. Each group visited and 
observed in general all the work in as many kindergartens as 
possible in the time allowed, but reported on only that division 
of the work assigned to them. 

Art — We realize anew the many phases of (educational) art, 
together with the variety of difficulties to be surmounted, and 
appreciate the interested efforts which are now doing so much 
by way of nurturing and developing the tendencies of the little 
ones in our schools. We enjoyed, in several instances, the evident 
relation of Feeling for Beauty as kept in mind by the kindergar- 
ten teacher through circle, occupation, gift, game, or environ- 
ment, and wished this could be universal. 

In each kindergarten visited, we felt the constant need of 
careful consideration and use of the art principles governing 
color, beautiful arrangement, rhythm, repetition, and proportion, 
unconscious, to be sure, on the part of the child, but presented 
by the teacher with a purposeful sequence, showing steps in 
relationship and growth, and leading to some worthy goal. We 
offer this suggestion as a possible remedy for the small and pot- 
tering tendency found at times among the children. In some 
schools there seemed a reluctance on the part of teachers to show 
the crude work of the children, apologizing for their lack of 
pictorial effect. This led us to careful reflection. 

Drawing — Do we realize that the activity known in the kin- 
dergarten as Drawing differs greatly from that of Representation 
as expressed by the adult? The little child's work is, in reality, 
a form of picture writing, by means of which he registers his 
experience and experiments. By this individual expression, ob- 
servation is awakened, seeing power strengthened; and with vari- 
ous aids, such as his teacher drawing nnth him and for him.— 
ere long he begins to use the graphic language which in time 
gives him the power of representation, also being the basis of 
the written language. With this awakened sense of seeing comes 



SG PUBLIC SCHOOLS. 

a semi-freedom and power. This is the opportune moment for 
informal free drawing and plenty of blackboard work. 

Color — Under color experimentation, we found classed 
Painting, — crayon drawing and colored paper work. The method 
used in handling these mediums are certainly improving, and the 
work more tender, sympathetic and interpretive. As teachers, 
we are realizing that all these various elements are added lines 
down the avenues of experience and experiment, and that there is 
but one great purpose in all the activities. In choosing mediums 
and materials, we advise greater care in selection as to fitness 
to purpose. We And constantly increasing need for more experi- 
mental work on part of children following the directed work 
of the teacher, more free blackboard work, more sand and clay 
work. 

Occupation — The committee found considerable variation in 
the different schools as to the kinds of w^ork, but much similarity 
in its purpose. In general, there was a conscious selection by the 
teachers of work that has a live interest for the children. Such 
problems as the construction on the sand table of a village street 
with houses and stores of pasteboard, the buying of groceries, 
using toy money; the construction by each child of a pasteboard 
tray, on which was shown a yard, including a house and outbuild- 
ings, walks, garden, play apparatus, etc., — such work is very prac- 
tical and constantly appeals to the child's initiative and judg- 
ment. 

One problem that was being worked out in several schools 
with different kinds of material was the play house, or doll's 
house. This was done, both by groups of children, and individ- 
ually. One very practical way was being worked out thus: 
Three sheets of stiff paper, or cardboard, 12x18, were given to 
each child. These were used for three sides of a room. One 
side was left out, and no ceiling or roof was attempted. The 
sides were attached to each other with fasteners. The room could 
then be stood upon the floor, or folded up and put away when 
not in use, or flattened out on the table when the child was 
decorating the walls. This decorating he did with crayon, put- 
ting on his own design of paper and border, and drawing in 
windows, doors, curtains, pictures, etc. Some children were busy 
weaving small rugs, making chairs, settees, etc., for the furnish- 
ing of the house. For chairs, each child was given four small 
pieces of wood cut to form the seat, arms and back. He then 
had to select the proper pieces and nail them with brads. Each 
child worked by himself, the teacher directing by such questions 



REPORT OF THE SUPERINTENDENT. 87 

as: "Is that like this chair back?" "Gould you sit in it if it were 
made that way?" "Does a door go all the way down to the floor?' 
"Could you walk through this door?'' 

This is a sample of much of the kind of construction work 
found by the committee. Such work is ideal from any pedagog- 
ical standpoint. The artistic sense is appealed to in the decora- 
tion and proportion of parts. Exercise in comparing and decid- 
ing was continually called for, and splendid hand training accom- 
panies the whole lesson. The teachers were quiet and observing, 
but not busy or worried. The lesson described above is a clear 
demonstration of the fact that when the proper material is put 
before the child in the right way, the most of the teacher's work 
is done. The child will do the rest. 

The freedom of the kindergarten from artificial demands 
makes it possible to folow the lead of the child's interests almost 
completely. This is not so easy in. the first grade, where the 
demand is that all do a certain amount of reading in a limited 
time. However, in spite of this royal opportunity in the kinder- 
garten for pedagogical procedure, the committee found a woeful 
lack of purpose in too much of the w^ork. We doubt the value 
of what is called "Free Play Periods", where it seems to be the 
custom to give each child a set of blocks, sticks, balls, or pictures, 
and allow him to amuse himself for thirty minutes or more. The 
result is that nothing is accomplished. There is no interest after 
the first five minutes, and listless and purposeless fooling fills up 
the time. So, also, we would criticise as not being good, such work 
as cutting out with scissors various forms as hoes, spades, rakes, 
especially when the child has no idea that these forms are to be 
put to any use. The small amount of eye and hand training could 
be better secured in connection with some live topic. The criti- 
cism is practically justified in the lack' of interest shown by a class 
doing such work. 

Sometimes the lesson is merely a dictation; or, again, the 
teacher has done too much for the children in getting material 
ready and partly doing the work, so that nothing is left for the 
child to discover, and his work is purely mechanical. Articles 
shown at exhibitions of childrens' work are often produced in this 
way. There is, however, no department of our schools which 
shows such evidence of intelligent direction as the kindergarten. 

The Gifts — Gift work was being done in all the schools vis- 
ited by the Committee on Gifts, — in some schools twice a week; 
in some, three times. Exercises with colored balls, exercises in 
building, picture-laying and design were observed. The children 



88 PUBLIC SCHOOLS. 

were acquiring, tlirough the work, experience in form, number, 
color, and rhythm; and the committee saw with pleasure that a 
spirit of persistence was fostered, as w^ell as initiative and imag- 
ination. 

The committee understands that, in some degree, the other 
activities of the kindergarten have absorbed some of the time 
formerly given to the gifts, partly because these give more oppor- 
tunity for larger activities, and for a more conspicuous type of 
social activity. There are values in the gift work, however, 
which, if well developed, cannot be supplied with other material. 
If the children worked in smaller groups, a freer and more active 
kind of work could be done, more marked results could be looked 
for, and larger material could be more easily used. The teachers 
showed preparation, and that they realized to some degree the 
constructive and artistic possibilities of the work, as well as the 
experiment and play involved. But, the perspective of the exer- 
cises was not greatly felt, and a more purposeful growth of inde- 
pendent power in the children should be worked for. 

English — The sub-committee, or group appointed to survey 
the English visited seven kindergartens, four in the better class 
districts and the others in the poorer class financially. The story- 
telling was well done by the teachers, which was shown by the 
attention given and by the furnishing of details by the children 
where the story was familiar. In each of three kindergartens 
the children dramatized a story, using the speaker's words in 
acting. In another, they dramatized one, acting as birds. The 
kindergartner corrected the mistakes in English made by the 
children, and the children were very responsive to their teachings. 

In the singing and reciting of nursery rhymes, the enunciation 
was clear, and the children enjoyed them, especially when individ- 
uals were selected to take the parts of the characters. It was 
observed that in several instances, the songs were too long, — so 
much so that by the time the third verse was reached, there were 
but few of the children who were familiar with the words. The 
stories of nature w-ere made graphic by the cuttings and by the 
drawings. 

Circle Work and Its Relation to the Special Activities of the 
Kindergarten. 

The Circle Work began with music from the "masters" to 
quiet and bring the children into a state of harmony. This was 
followed by a courteous greeting of each to all, and by songs 
chosen by the children directed by the kindergartner. The aim 



REPORT OF THE SUPERINTENDENT. 89 

of the songs was to bring out the melody, correct time, and har- 
monious tones. The songs were chosen to fit the seasons, home 
activities, nature study work, and to develop patriotic thought. 
After the songs the children gave their experience. The aim of 
these was to develop natural, free expression, create a sympathetic 
relationship, and a sharing of pleasant experiences. 

The subject of the morning talk in many cases was some 
form of Nature-study. In some instances the illustrated work 
was carried out in the games and in the table-periods. It af- 
forded excellent opportunity for the development of language 
and the use of English, ih the incidental stories the children 
gained freedom of oral expression in their language and got ideas 
of enunciation and pronunciation. 

The rhythmic work in the circle was given with a view of 
developing concentration, ear-training, and physical grace. Many 
forms of rhythmic work were seen; among these were skipping, 
running, marching, galloping, hopping, and flying. Some inter- 
esting phases were stick-tapping, and junior orchestras, in which 
the children played drums, triangles, bells, cymbals, and tam- 
bourines. Another interesting feature of the rhythmic work was 
the simple folk dances. An example of the cycle of plant life 
was also shown in the rhythmic work. 

The foundation of good citizenship was laid by teaching the 
children to take care of the room, school yard and premises, and 
teaching them to respect public property generally. 

Many nature and symbolic stories were dramatized as ex- 
emplified by the story of Persephone, the White Pigeon, and 
the Birth of the Butterfly. In some cases the children were al- 
lowed to lead the march and tell the stories. Individual sing- 
ing was also encouraged, sometimes without the piano. The aes- 
thetic sense was quickened by the planning of garden beds in 
which space relationship and number work were considered. 

Equipment — The committee found the kindergartens, on the 
whole, to be well equipped. A very small amount of poor material 
was in evidence. This was explained by the teacher as having 
been furnished some time ago. At present the materials re- 
ceived are good in quality and in color. 

The location of the kindergarten room, in several instances, 
was in a very noisy part of the building. The noise caused by 
outside influences was often so great that teachers and pupils 
oould not be heard. The (".ommittee would therefore recom- 
mend that in such cases the kindergarten exchange rooms with 



90 PUBLIC SCHOOLS. 

some other department of the school, — manual training or house- 
hold arts, if possible. 

Edward F. Worst, Chairman. 
Miriam Del Banco, 

Principal, McClellan School. 
Mary Greene, 

Principal, Whittier School. 
LUMAN Hewes, 

Principal, Manierre School. 
Antoinette Miller, 

Teacher, Chicago Normal College. 
Alice O'Grady, 

Teacher, Chicago Normal College. 
Mary W. O'Keefe, 

Principal, Throop School. 
Helen H. Robinson, 

Principal, Springfield Avenue. 
Edmund B. Smith, 

Principal, Parkside School. 
Alma M. Willard, 

Principal, Brownell School. 
Minnie M. Wrisley, 

Principal Ryder School. 



REPORr OF Till-, SlII'I.:r<lNII':NM)ENT. 91 



READING UN ELEMENTARY SCHOOLS. 

Tlie committee appointed to make a survey of Reading in the 
Chicago Schools consisted of fifteen members: seven principals of 
Elementary Schools and seven teachers, with the Supervisor of 
Household Arts as Chairman, 

The committee planned to make its work quite comprehensive, 
so, in selecting schools to be visited type schools considering 
nationality and environment were selected. This seemed eminently 
fitting in a city which received fifty-four thousand emigrants from 
May 1, 1910, to May 1, 1912, and in which the Census of May 2, 
1912, shows that sixty-three per cent of the minors are of foreign 
parentage. 

Seven groups of schools were designated, each group made up 
of schools which presented similar problems so far as heredity 
was a factor, but situated in widely separated sections of the city 
so that different methods of dealing v.ith similar problems might 
be noted. In addition to this, at least one other school offering a 
direct contrast in environment and inheritance was added to each 
group. In planning the work the committee was divided into seven 
sub-committees of two members each. Each sub-committee was 
to \isit one group of schools find present written reports to the 
whole committee. This seemed a working basis to enable the com- 
mittee to note home conditions, problems of foreign sections, con- 
ditions for and against goo*^- school work as well as different meth- 
ods of dealing with similar difficulties and also to note how great, 
if any, differences in results existed when conditions were widely 
different. The plan was to visit all the grades in a school, the 
committee thus moving along with the child and noting the excel- 
lencies and also the difficulties. The committee hoped also iv get 
information concerning not only the class reading which they hiiard 
but the formation of the reading habit. So inquiries were inatle 
about books owped and read by tlie pupils, bringing interesting 
statements about treasured books owned and the use of the Public 
Library and School and Church Libraries. 

During the three weeks spent in visiting, the committee met 
once each week to hear and discuss the reports. So the whole 
committee had finally a very good view of the entire field surveyed 
and can testify to the value of the survey in their own experience. 

Reading is Ihe most wide reaching acquisition made by the 
child in school. It is in constant demand in all lines of >!udv. 



92 PUBLIC SCHOOLS. 

Lifelong reading is by far the most significant means of making, 
keeping, and extending his acquaintance with the world and of 
entering into his human heritage. No other study demands or 
deserves more careful consideration or more wisely elaborated 
plans. 

The paramount importance of the subject of Reading in first 
grade and the consequent need there of specially gifted teachers, 
makes it fitting to deal with the subject in first grade by itself. 
The lowest first grade room as well as the A first was visited, the 
aim being to see what was done and how the result was obtained. 
Our visit was made at the beginning of the eighth school month, 
so the majority of the children we heard reading in this grade had 
been in school not more than seven months and many of them a 
much shorter time. Few, if any, were able to read at all when 
they entered school. Many came speaking a foreign tongue, a 
still larger number from homes where no English is spoken. 

First Grade Teacher — It is very difficult to separate the first 
grade teachers from the first grade children. Any statement so 
often insists upon including both. Culling from the reports the 
majority are characterized as excellent, working enthusiastically, 
aiming to get the children to love to read, creating the happy at- 
mosphere in which little children have a right to live; the only 
atmosphere in which they can rightly develop. In schools in for- 
lorn neighborhoods we found forceful, magnetic teachers, opti- 
mistic, interested, enthusiastic; missionaries as well as teachers, 
missionaries with love and sympathy. 

Reading Power of First Grade Children — Here a few distinct 
classifications are possible. 

Class A— Emphasis was placed upon thought getting. Teach- 
ers and children really studied together. After the children had 
conquered the difficulties they read. Ghildren went always from 
the new word to the familiar for help. They had acquired this 
habit of study and were thus early able to help themselves. In- 
terest was keen; children dramatized and lived the stories with 
their book friends. There was a splendid spirit; a quiet, inter- 
ested atmosphere of industry. Teachers had succeeded in their 
aim: — "to get children to love to read." 

It w'as a great pleasure to hear these little people read, enunci- 
ating clearly and making a most successful effort to have their 
listeners understand and enjoy the stories that were so interesting 
to them. 

Class B — Teacher worked in sympathy with the interests of 
the children (many with little English~i and sought to organize 
and deepen their impressions by relating them to their past experi- 



REPORT OF THE SUPERINTENDENT. 93 

ences. Stories were dramatized, reproduced in free hand drawing 
and paper cutting. Getting thought from the printed page and 
expressing it were well done. Through their knowledge of phonics 
children had the ability to readily master new words in sight read- 
ing. Children read so listeners easily got the thought and enjoyed 
it. Amount of reading done was comparatively meager. Enuncia- 
tion, interpretation, articulation were excellent. That which 
pleased most was the joy they seemed to get in their reading. 

Class C — Work began with interesting jingles and stories from 
which a small reading vocabulary was acquired. Then followed 
word building through phonics most enthusiastically taught and 
endorsed by the teacher. Children have already read many First 
Readers. 

Class D — Children knew little English. Development of 
thought through interest in the subject matter was subordinated 
largely to identification of sound, syllable, and word. After much 
labor and trouble the children expressed orally the printed page 
with certainly but meager comprehension of the meaning. With 
such children object teaching should be used. The image of the 
thing should be theirs and then the name word. 

In contrast to this group the committee saw rooms with ten 
or more nationalities where great interest and enthusiasm were 
manifested. Charts had been made by the teacher to suit the 
needs of her special pupils. There was good enunciation — thought 
the real interest — but mechanics were carefully attended to. 

Class E — Happily a small class. Children read again and again 
the same sentence, the same weary story. Children had no power 
to help themselves. 

Other Primary Grades — There was much excellent work con- 
tinuing the good work done in first grade. It is food for thought 
that often the excellent and most ordinary teaching is done in 
adjoining rooms in the same schools, these sometimes being rooms 
of the same grade. 

Class A — The careful handling of the matter of emphasis and 
inflection in the second, third and fourth grade rooms in this group 
deserves note. The mechanical inflection which poorly taught 
children of these grades exhibit, is well nigh absent here. Common 
problems of the subject:— pronunciation, enunciation, are care- 
fully and intelligently handled. Though subordinated to the mas- 
tery of thought, the formation of the art has received careful 
attention, making for refinement and control. All work is pre- 
sented with intent to make vivid to the children the content and 
then have them express it. The teacher asked important ques- 
tions. The answers were found just before them. They read 



94 PUBLIC SCHOOLS. 

silently, then orally. Work was well done. The teacher gave a few 
minutes valuable work with alliterative lines. Some of the diffi- 
culties they yet had to conquer were on the board for special 
drill. Two important points in progress: (a) to recognize a weak- 
ness; (bj to proceed persistently to change it to strength. 

Class B — Oral reading was marred by poor position and indis- 
tinct tones, but the children were interested in the stories and 
showed they enjoyed them. These children, with a little higher 
standard in the teacher's mind, might easily have been added to 
Glass A. 

~~^ Grammar Grades — The committee reports finding much most 
excellent work in Reading in these grades. 

Little inane material is used and none need be. The range 
of choice in these grades is wide. The subject matter dealt with is 
attractive. It is wholesome and much of it difficult, but not be- 
yond the pupils' grasp. 

Class A — The good training in distinct enunciation begun in 
the lower grades has been continued so that here the habit seems 
established and clear, distinct enunciation in reading is without 
conscious effort. There is nothing artificial in this oral reading. 
It is a natural, intelligent interpretation of the text so given 
that the listeners enjoy it. They read with a joy and spirit which 
indicates that reading gives them pleasure as well as information. 
No affected mannerisms here: they have been banished to keep 
company with the hesitating, incoherent style sometimes observed. 
DiflTicult passages were intelligently commented upon. Discussion 
was varied and deductions were not superficial. They read poetry 
and prose with equal power. These satisfactory results are very 
generally attained in many districts and the standards there set 
are spreading. The teacher enters into the work with broad sym- 
pathy and the development shows her success. The children get 
the thought from the printed page and with it a knowledge of 
and delight in some of the beautiful things in literature. 

Class B — Some seventh and eighth grade classes were reading 
too rapidly, with indistinct enunciation and little expression. This 
makes of oral reading a failure, its only purpose where there is an 
audience being to reach that audience. Failing to read clearly with 
correct pronunciation, and showing he has grasped the author's 
meaning, the reader fails to reach his listeners. These children 
were permitted to express themselves hurriedly and their tone and 
enunciation as a result did not bear out the prophecy one would 
be forced to make in visiting the first five grades in the same 
schools. 

The introduction of other heavy subjects in the upper grades 



REPORT OK THE SUPERINTENDENT. 95 

no doubt causes a shirting of the teacher's interest, so sometimes 
the emphasis that is put on expression, tone, enunciation and pro- 
nunciation in lower grades is allowed to lapse. This shows not 
only in the reading but in other recitations and is a defect. 

To lead children to think is fundamentally important but the 
expression of thought in effective oral speech is also of great value. 
Many teachers succeed in doing both in the Reading and in so 
doing accomplish a great work for their pupils. 

Class C — Two reports of visits to schools receiving many non- 
English speaking pupils are important. 

(a) Reproduction showed most unexpected comprehension of 
the beautiful poem being studied. The reading was a simple 
straightforward effort to secure for these children a working 
knowledge of the English language. This endeavor was attended 
with remarkable success. The committee never heard more in- 
telligent reading in any school and never saw greater interest 
or more unforced attention. 

(b) Stolidity manifest; material uninteresting. Teachers' 
elucidation of the lesson consisted in having children look up 
in the vocabulary in the back of the book the words they did 
not understand and leaving them to make the application. 

Class D — This class is made up of an occasional room here and 
there. 

(a) Some reading too loud with note of strain in the voice. 

(b) Joy of reading spoiled by too much analysis and too 
much repetition by the teacher. 

(c) Precious time being wasted reading aloud reams of ma- 
terial containing little information. This also where each child 
was provided with a book and was faithfully gazing at it. The 
sets of books so used contained material quite within the study 
range of the grade. A wiser treatment of such "information" 
readers prevails in most schools:— rapid silent reading, ques- 
tions that point the essential, possibly a few pertinent sen- 
tences read aloud. 

Silent Reading — Since through newspapers and books we are 
eternally busy with silent reading the committee was pleased to 
note the attention it received. From first grade up we found an 
effort made to have at hand books to be read silently by indi- 
vidual pupils as occasion offered. Even some first grade rooms 
have a cosy reading corner. When necessary work is finished the 
children may use these books until next class exercise begins. 
We observed during our survey in a class of about thirty-flve 
pupils each child reading from a different book. By exchanging 



iJiJ PUBLIC SCHOOLS. 

these books during the course of the year each member of the 
class reads them all. The interest was unusual. 

Supervised silent reading where information alone is sought 
is the best means for securing the thought from the text and for 
developing the ability to study. Histories, Geographical Read- 
ers and other information books are best used in this way. The 
committee found many rooms in which this treatment prevailed. 

Methods — "Some fortunate children have learned to read 
without any method." The plan of using phonics first which the 
committee sometimes found, is not commended. It is too nearly 
related to the discarded alphabet method. Knowledge of phonics 
should grow out of observation and comparison of similarities in 
the words already learned, enabling the child to apply what he 
has learned when he meets new words. This requires drill. The 
work done in first grade must be systematically added to in second 
and third. There is happily little beginning with the so-called 
mechanics of reading so that at some future time the children may 
have some pleasure in reading. 

From first to eighth grade the method that brought results 
worth while began with interest in the subject matter, and con- 
quered pronunciation, enunciation, and expression in order to in- 
terpret the thought to the student and to the listener. To make 
the listener hear, understand, and enjoy was made the object of the 
best oral reading and the reader's success was measured by his 
ability to do this. 

Dramatization — Among the many methods used to make real 
the literature studied, dramatization deserves special mention. 
There is no school that does not make some use of it; many schools 
use it in a number of grades, and a few use it intensively in all 
grades. Several sub-committees report most favorably on the 
work observed. They believe it enables the child to understand 
better and to appreciate real literature and increases his power 
to share with others, by means of fitting oral expression, the pleas- 
ure and profit thus derived. In presenting the exact words of 
another he feels and enters into the personality of that one and 
forgets himself. Self-consciousness is the bane of school life and 
this helps free him from it. 

In the lower grades the children are encouraged to speak and 
act just as they suppose the characters of whom they read must 
have done. Each child is allowed to give his ou^n interpretation, 
but the teacher, by pertinent questions, assists him to get the cor- 
rect undersanding. 

Dramatization in every grade begins with the reading of the 
play as a regular reading lesson. Certain scenes are committed 
to memory and recited in concert. This is admirably done: — the 



REPORT OF THE SUPERINTENDENT. 97 

iiilonalioii, voico-Qualit.y, enuiiciaLiori, pronunciation, and expres- 
sion receiving due attention. Different members of the class are 
then called upon to impersonate the different characters, great 
freedom of interpretation being allowed. If the play is to be 
staged, the children usually select the cast, and soon display good 
judgment and discrimination in making their choice. 

The committee found exceptionally fine work in a Fifth Grade 
Glass that was handling an entirely new lesson in the Howe Fifth 
Header and following this by rendering a scene from Julius Caesar. 
One would really have to see it to believe children capable of the 
truly dramatic touches, the artistic finish this w^ork makes pos- 
sible. 

Other direct results of this work: 

(a) Ability to read and comprehend the text books in other 
subjects. 

(b) Interpretation furnishes opportunities for originality 
and initiative in written English. 

(c) Cultivates the use of clear, clean-cut enunciation. 

(d) Furnishes opportunities for lessons in ethics and morals 
that make for character building. 

Memorized Literature — These boys and girls we have been 
visiting range in age from six years to thirteen, fourteen and fif- 
teen. We need to remember what children they are and yet how 
much of all their future depends upon what they learn to do and 
to love in these years. 

The committee was delighted to see the general use, in con- 
nection with the work in Reading, made of the Memorized Litera- 
ture which for some years has been a valued requirement in our 
Course of Study. Much of this work is done in concert and is 
inspiring. Its value is second only to that of our Assembly Sing- 
ing. The teachers lead their pupils to understand and interpret 
the author with dramatic effect whether the selection is thrilling, 
sad, or amusing. Many schools have incorporated in this a wise 
use of old standard Reading Book classics. A few years ago these 
seemed threatened with oblivion. A critical and repressive taste 
held them too trite and bombastic. But now they seem to be en- 
joying a well deserved renaissance and we recognize their great 
educational value. There can be no doubt of the effect on the 
youthful mind of such soul stirring selections as "The Charge of 
the Light Brigade," the thrilling story of "Spartacus," and the 
patriotism inspired by the "Speech of Patrick Henry." 

Readin/i Material for Class Work — Suitable material is of vital 
importance if we are to teach our children to read in the truest 
sense, to love to read, to come into the companionship of the best 
minds the world has known. Reading material of this character. 



98 



PUBLIC SCHOOLS. 



available in the Chicago schools today, is abundant. The excellent 
work done in Reading, including in this not just oral expressson 
but all that the pupil gains from this subject, is due in part to 
the material available and the way it is supplied. The "Howe 
Readers" are raising the standard of reading in the grades. Once, 
sets of books were sent to the schools because some one thought 
or had been told they were suitable for some children somewhere 
in a certain grade and so must of necessity be best for all the 
children in that grade everywhere. Now, the amount of money 
yearly allotted per pupil for each school for Supplementary Read- 
ers is spent for books selected by the people who know the needs 
of the individual schools : — the principal and interested teachers. 
Their selection is made from lists approved by the Board of 
Education, a list that may be increased from time to time as other 
suitable books are recommended. The breadth of this choice is 
shown in the summary of our Supplementary Reading list here 
given : 
Grade. No. Books. 

1 137 

ri 128 

III 140 

Subject. Gr. IV. Gr. V. Gr. VI. Gr. VII. Gr. VIII. 

Art 6 4 5 3 5 

Geography 13 39 42 32 

History and Civics.. 20 53 35 63 58 

Literature 101 95 96 52 69 

Nature Study 24 12 12 9 10 

German .-. . . . . . . 3 3 5 

The Reading Habit — It is not just important that a child 
read a book. He should read a right book. The reading habit is 
not in itself of great value. It may readily degenerate into a form 
of dissipation to be deplored. The school is working earnestly to 
lead the children to form the habit of reading good books. Each 
new school opened is allowed one hundred dollars by the Board of 
Education for a school library. These one hundred-fifty or two 
hundred books are a fine beginning and ways are often found 
of adding to the number. The accredited list from which the books 
must be selected numbers about seven hundred. Some rooms even 
in first grade are proud owners of an individual school library. 
In other rooms they are learning to find the right material in the 
Daily Papers by making Supplementary Readers for themselves. 
They are gathering all the articles they can find on certain topics, 
for example: — Civics and Nursery Rhymes. Many teachers go 
to the Public Library and personally conduct the selection of the 
fifty books for their pupils in order to be sure the books are so 



REPORT OF THE SUPERINTENDENT. 99 

suitable and attractive that the children must read them. The 
attitude of the Public Library is a great help. Boxes containing 
lifty books may be selected by teacher or librarian and sent to 
the school. The Young People's List contains books on hun- 
dreds of subjects, both instructive and recreative. In the schools 
today there are over twenty-five thousand volumes from the Pub- 
lic Library. The Board of Education provides for the transporta- 
tion and the teachers or principals are responsible for their care. 
The department has had few losses since it was in operation. 
The books may be retained five months and then renewed if 
desired. When needed to teach a special subject a list on that 
subject may be sent the librarian. These books may be kept for 
six or eight weeks. If the particular books needed are not in "The 
Young People's Finding List" they are drawn from the general 
circulating department and sent to the schools. 

Many of the small parks have library centers which serve 
children and their parents. Each one has a librarian whose busi- 
ness as well as pleasure it is to help the boys and girls in getting 
material for daily work. Oftentimes the teacher urges them to go 
to a center for the required information and frequently goes with 
them. If the books are not readily obtained the children are as- 
sisted by the librarian, and soon become independent in getting 
what is needed. Many go daily to read for themselves. They en- 
joy the storyteller sometimes found there, and when the stories 
are heard they are often anxious to read them. This greatly im- 
proves the amount and value of home reading. Here must be men- 
tioned the school rooms maintained in the loop district by the 
B<3ard of Education for adults who wish to learn to read. Many 
men and a few women who have a little leisure in the day time 
and who are anxious to learn to read and speak English avail 
themselves of this opportunity. They come and go just as their 
work permits. Some attend half a day, many but an hour a day, 
while others are there all day for a few wee*ks at a time. It is a 
splendid opportunity to offer and we saw about one hundred earn- 
est people availing themselves of the privilege. One of the very 
attractive reasons for their presence there is that they may be 
able to pass the test and receive their naturalization papers. 

Summary — The sub-divisions with which the committee start- 
ed out would not remain group divisions now in the light of the 
knowledge acquired in the survey. At first these divisions were 
separated by parallel lines, so many schools in a group. If these 
schools were now placed on a map and reading lines arranged 
similar to the lines on the weather bureau maps, the resulting 
map would look as this same weather map looks on some freak 
temperature day. One of these lines passes through rooms con- 



100 PUBLIC SCHOOLS. 

taining books from the Public Library which the children are read- 
ing eagerly. These books are all the kind they like as well as 
the kind they ought to read, because Teacher has spent the neces- 
sary hours at the library to make sure she had the right books. 
This line would sometimes have to leave out a neighbor teacher 
who is sure these pupils would not understand or try to read 
library books. Another line exhibits most wonderful contortions 
and finally shows strange omissions. The line of highest approval 
would pass through the best our most favored districts can show 
and circle to include some rooms in a far-away school of which 
the committee said : "We began with little foreigners into whose 
lives little sunshine seemed to have entered, with no glimpse of 
American ideals and finished with a homogeneous body of alert, 
interesting, normal American children, reading fiuently, with en- 
joyment and appreciation, so their reading was a pleasure to the 
listeners." 

Ida M. Cook, Chairman. 

Walter H. Comstock, 

Prin. Shakespeare School. 
Adrian M. Doolin. 

Prin. Webster School. 
Etta Q. Gee, 

Prin. Franklin School. 
Mary E. C. Lyons, 

Prin. Henry School. 
Daniel F. O'Hearn, 

Prin. Corkery School. 
Kate A. Reedy, 

Prin. Columbus School. 
Elizabeth H. Sutherland, 
Prin. Barnard School. 
Bessie J. Hanna, 
» Teacher Household Arts. 

Mabel E. Higgs, 

Teacher Household Arts. 
WiNiFRiDE Joyce, 

Teacher Household Arts. 
Stella M. Launer, 

Teacher Household Arts. 
Anna L. Lodge, 

Teacher Household Arts. 
Theresa Ropp, 

Teacher Household Arts. 
Florence G. Rutherford, 

Teacher Household Arts. 



REPORT OF THE SUPERINTENDENT. 101 



SPELLING. 

The Committee had hoped to visit about one hundred schools, 
but was obliged to limit its investigations to forty-six different 
ichools. 

The plan agreed upon was as follows : 

Ist — To prepare a Questionaire to be filled out by the principal 
or teachers of each school showing the method of teaching and of 
studying spelling. 

2nd — A list of detached words to be pronounced to classes of 
pupils in the fifth, sixth, seventh and eighth grades. 

3rd — A selected dictation lesson to be read to the pupils and 
the words marked for spelling. 

4th — An original composition of ten or twelve lines to be 
written by the pupils upon any subject they might choose, the 
words misspelled to be counted. 

We submit herewith these various tests as prepared and made 
in all these forty-six schools, with the tabulation of results and 
some comments upon the same ; 

QUESTIONNAIRE. 

A. 

SPELLING PERIOD OR RECITATION. 

1- Do you have a regular spelling period upon the room pro- 
gram? 

2. In what grades do you not have such program for spelling? 

3. In what grades is the spelling written? 

4. In what grades is the spelling oral? 

5. If both oral and written, what portion of the drill is oral? 

6. Is syllabication used in oral spelling? 

7. Is word analysis part of the oral work (phonics and word 
building) ? 

8. Selection of words : 

a. Book in the hands of the children? 

b. Lists of words selected from other lessons? 

c. If (b) what subjects? 

d. If (b) are lists passed on from grade to grade? 



102 



PUBLIC SCHOOLS. 



B. 

STUDY PERIOD. 

1. In studying the lesson are tlie words written by the chil- 
dren? 

2. If written, (a) is each word written a number of times? 

(b) is the whole list written and then re-written? 

3. Are the children asked to select from the lessons the words 
they think most difficult and give special attention to them? 

4. Are they asked to concentrate on the difficult part of the 
word? 

5. Do the children study the syllabication of words? 

6. Is there any study of the rules of spelling? 

7. Is any use made of the dictionary in the study of spelling? 

8. Are the children asked to give the meaning of the words 

(a) By definition? 

(b) By writing them in sentences? 

9. Is the spelling lesson ordinarily assigned for home work? 
The results from this Questionnaire for the forty-six schools 

are tabulated as follows : 

A. 

Question. Yes. No. Indefinite. 

1 44 1 1 

2 (ist Grade) 7 

(1-2) 7 32 

3 (2-8) 19 

(3-8) 22 

(4-8) 5 

4 (all) 30 

(1-2) * 11 

(1-5) 3 .. 2 

5 (%) 16 

(1/3) 10 

(%) 3 .. ■ .. 

(1/5) 5 .. 12 

6 43 2 1 

7 41 2 3 

8a 10 23 13 

8b 37 1 8 

8c (all) 35 3 8 

8d 14 24 8 



REPORT OF THE SUPERINTENDENT. 103 

B.* 

Question. Yes, No. IndeflniLe. 

1 29 10 7 

2a • 11 25 10 

2b 18 20 8 

3 21 5 10 

4 38 5 3 

5 43 2 1 

6 34 5 7 

7 42 2 2 

8a 34 2 10 

8b 37 6 3 

9 17 24 5 

*The large number in the Indefinite column may be partly 
explained by the fact that some schools apply the questions to cer- 
tain few grades, and not to all and the answers could not be easily 
carried out in detail. 

The above tabulation may suggest a number of things. Your 
committee calls attention to only a few, viz. : 

The answers to questions A, 1, 2 and 3 show conclusively that 
the schools almost without exception give daily drill in spelling. 
This is not in accord with many statements that have been made in 
interviews and press reports. Nevertheless, we are satisfied that 
the answers from the schools represent the real facts. 

The answers to questions A, 4 and 5 show that an unexpectedly 
large proportion of the time is given to oral spelling. This again 
is contrary to the preconceived notions of many critics. 

The answer to question A, 6, shows that general attention is 
given to the recognition of syllables in the spelling of words. This 
may be compared with B, 5. 

The answer to question A, 8, must be read with the fact in 
mind that for the past year no spelling book has been authorized 
for use in the schools. We leave to those interested the deduction 
of further inferences from these tables. 

Part of the plan was the spelling, in writing, of a list of se- 
lected words. These words were generally pronounced by the 
room teacher with whose voice and pronunciation the children are 
accustomed. The word lists were prepared and approved by the 
whole committee and were selected with a view to obtaining a 
fairly representative list that should come within the pupil's 
school vocabulary. 

A request was sent to some twenty-five business firms asking 
for a list of twenty- five words each, which it was thought the 



104 



PUBLIC SCHOOLS. 



pupils of the seventh and eighth grades should be able to spell. 
The business houses represented almost as many kinds of business 
as there were requests. To these requests five firms very kindly 
sent replies. An analysis of these replies is interesting and helps 
to explain why pupils are found defective in spelling when they 
seek employment in the various establishments. Each business 
seems to have its own vocabulary very much as each science, or 
art, or profession has its peculiar vocabulary. No child should be 
expected to be master of so many vocabularies. These contribu- 
tions contain a total of 118 different words out of a possible 125. 
Suppose we had obtained one hundred such lists; at the same ratio 
we should have 2,360 different words out of a possible 2,500, a 
very small proportion of which are within the pupil's ordinary 
conversational vocabulary. It is the opinion of your committee 
that this experience should discount very considerably the com- 
plaints said to emanate from the business houses concerning the 
inability of pupils, fresh from the schools, to spell in terms of 
their employer's business. A similar experiment was recently 
made in the city of Philadelphia, and the results were equally sug- 
gestive. 

The lists received were incorporated, in part, in the test list 
made up for the grades. The following are the words given to the 
various grades with statements as to the number of pupils tested. 
(Whole classes were tested, and in no case were selected pupils 
examined or excused.) The averages made are expressed in per 
cents. 

SPELLING LISTS. 

Fifth and Sixth Grades. 



Arithmetic 


Export 


Population 


Thought 


Answered 


Expression 


People 


Thursday 


Adventures 


Example 


Question 


Valley 


Bitterness 


Erase 


Relative 


Village 


Banana 


Fraction 


Sentence 


Vegetable 


Butcher 


Geography 


Square 


Wednesday 


Chimney 


Honest 


Surface 


Washington 


Climate 


Illinois 


Month 


Wigwam 


Country 


Invitation 


Measure 


Yesterday 


Doctor 


Kitchen 


Piano 


Young 


District 


Language 


Product 


Pickle 


Dollar 


Million 


Proof 




Distance 


Minute 


Truant 





REPORT OF THE SUPERINTENDENT. 



105 



Seventh Grade. 



Accident 

Annually 

Attention 

Audience 

Breakfast 

Business 

Character 

Citizen 

Courteous 

Debtor 

Delicate 

Dictionary 

Disease 



Acquaintance 

Alleys 

Appreciate 

Benefited 

Calendar 

Certificate 

Changeable 

Committee 

Companion 

Competent 

Convenient 

Courtesy 

Curable 



Envelope 

Exactly 

Exercise 

Extremely 

Foreigner 

Furniture 

Governor 

Grammar 

Happiness 

Knowledge 

T.ettuce 

Library 

Magazine 



Messenger 

Neighbor 

Occupy 

Pacific 

Permission 

Petition 

Plumber 

Prairies 

President 

Receipt 

Respectfully 

Rheumatism 

Separate 



Eighth Grade. 



Decision 

Definite 

Diphtheria 

Disappoint 

Dismissal 

Endeavor 

Engineer 

Especially 

Excellent 

Explosion 

February 

Fourteen 

Garage 



Graduation 

Illustrate 

Necessary 

Obedience 

Occasion 

Official 

Operation 

Patriotism 

Photograph 

Physician 

Principal 

Privilege 

Receiving 



Signing 

Similar 

Sincerely 

Telephone 

Territory 

Truly 

Umbrella 

Vegetable 

Visible 

Weather 

Wednesday 



Recognize 

Resemblance 

Secretary 

Sensible 

Signature 

Stenographer 

Sufficient 

Suspicious 

Thermometer 

Analysis 

Apprentice 



It is impossible to deal with tests of this character with- 
out confronting the inherent weakness and illusiveness of the doc- 
trine of averages. It does not do justice and never can do justice 
in dealing with human beings. If the requirement for police serv- 
ice were a minimum height of five feet, the inspector would not 
receive one man measuring six feet and another measuring four 
feet, saying that their average is five feet. If one boy had just 
come from the table as full as he could be and another boy had 
been without food for twenty-four hours, we would not say that 
the average hunger is only half, and therefore, both could wait for 
another half day; and yet. this is the way we average results and 
estimate individuals in educational tests. Perhaps it is the best 
measure we have, but it is certainly very unsatisfactory. In these 



106 PUBLIC SCHCXDLS. 

present tests some schools averaged as higli as 90 per cent, others 
as low as 55 per cent. In the summing up of results the better 
school is brought down and the poorer school brought up to make 
an average. In some groups tested a very large number of the 
children averaged between 90 and 100. A smaller section aver- 
aged between 10 and 40, with the result of bringing the whole 
group down to a low average. One child with a grade of 30 can 
lower the grade of five children from 90 to 80; but these things 
are inevitable in making up averages. Like the much-used per 
cents, it is a dangerous tool, and should be so labeled whenever it 
is turned loose upon the public. 

The fifth grade list of words was given to 1,881 fifth grade pu- 
pils; their average was 74.3. It was also given to 1,948 sixth 
grade pupils and their average was 82.7. 

The seventh grade list was given to 1,803; the average was 
75.5. 

The eighth grade list was given to 1,783 and their average 
was 76.3. 

The following facts are drawn from the data at hand, and 
were time and space allowed many more of analogous character 
could be easily collected. In a group of 204 fifth grade pupils, the 
following words were misspelled by the number of children noted: 
Arithmetic, 34; answered, 70; erase, 95; relative, 112; Illinois. 95; 
vegetable, 112; truant, 128; automobile, 147. 

In a smaller group of 90 pupils the following were misspelled: 

Arithmetic, 37; answered, 43; erase, 51; relative, 58; Illinois, 
66; vegetable, 59; truant, 62. 

In a group of 78 eighth grade pupils the following words were 
misspelled as indicated: 

Alleys, 45; competent, 40; definite, 37; garage, 26; engineer, 8; 
privilege, 44; changeable, 11; curable. 26. 

In another group of 196 eighth grade pupils, we had the fol- 
lowing results: 

Alleys, 53; competent, 85; definite, 73; garage, 15; engineer, 
25; privilege, 65; changeable, 35; curable, 95. 

The per cents can be easily computed and the suggestions are 
probably self-evident. 

Dictation Exercises. 

The following exercises were prepared for dictation. The ex- 
ercises were read slowly to tbe children and they wrote down the 
sentences. The words in italic were marked for spelling: 



REPORT OF THE SUPERINTENDENT. 107 

Fifth and Sixth Grade Dictation. 

The fire engine is interesting to boys and girls. The clang of 
the gong on the engine is heard and everyone knows the engine is 
coming. The chief of the flre department dashes by in his buggy 
or automobile. Wago7is and people get out of the way. A fire is 
burning in the engine, sparks are flying, and the smoke is begin- 
ning to pour forth. What a splendid picture it makes. Long ago 
men dragged the engines to a fire and pumped them by hand. Now 
horses do the pulling and steam does the pumping, and already 
automobiles are 6emf/ wserf. Soon f/iere will be no mo?*e fire 
horses. 

Seventh and Eight Grade Dictation. 

According to our Constitution representatives and senators 
are now elected by the direct vote of the people. 

Many Mexican soldiers are being cared for across the flto 
Grande River in Texas. 

Remember to tell Frances to put a whole cupful of chopped 
cocoanut into her chocolate and molasses candies. Although this 
may not be necessary, many people appreciate the flavor. 

Every large passenger steamer is provided with wireless teleg- 
raphy to summon help if it is necessary. Down under the vessel 
is a telephone arranged to cafc/i the sound of the submarine bells 
put on ree/"5 and shoals to warn ships o/?' from such dangerous 
places. The luxury of these fl^reaf boats is as toonderful as f/i.<?ir 
size and safety. 

In the fifth grade 1,881 pupils wrote the dictation exercise 
with an average of 77.4 per cent, many of them reaching over 90 
per cent and some whole classes going- as high as 86 per cent. 
In the sixth grade 1,948 pupils wrote the dictation with an aver- 
erage of 82.7 per cent, some schools reaching over 90 pei- cent. In 
the seventh grade 1,803 pupils wrote, making an average of 79,8, 
some schools in this group also reaching 90 per cent. In the 
eighth grade 1,782 pupils wrote making an average of 88.4 per 
cent, quite a number of schools going above 90 per cent, and in 
one or two cases reaching 94 per cent. It is apparent on an ex- 
amination of the papers that there are certain words which need 
more than casual attention, and in many cases these are words 
which are found frequently in the ordinary texts which the chil- 
dren study. It suggests a comparison with question 8 of the 
Questionaire. For instance, in one group of 196 eighth grade 
pupils, the word Constitution was misspelled twenty-two times; 
representative was misspelled sixty-seven times; submarine was 



108 PUBLIC SCHOOLS. 

misspelled thirty-nine times; necessary was misspelled thirty-five 
times; cupful was misspelled one hundred and twenty-nine times; 
chocolate, seventy-three times; Mexican was misspelled twenty- 
seven times; senators was misspelled thirty- four times; luxury was 
misspelled sixty-flve times. 

The original composition test was given by permitting each 
individual child to select his own subject; in a few cases the chil- 
dren in the room selected the subject upon which they all wrote. 
The directions were to write from ten to twelve lines upon this 
subject and the papers were criticised only for spelling. In order 
to avoid valuing such words as the, on, it, only the number of 
words misspelled by each child was noted. The results were as 
follows : 

In the fifth grade the children missed an average of 3.4 words 
nach; reduced to a percentage basis it would mean a grade of 
about 91% per cent. In the sixth grade they missed an average 
of about 2.4 words each, which would mean an average grade of 
94 per cent. In the seventh grade they missed an average of 1.5 
words each, which would mean an average grade of about 95.3 
per cent. In the eighth grade they missed an average of 1.15 
words each which would mean an average grade of about 97.2 per 
cent 

A general comparison of the results of these different tests 
shows very plainly that as the pupil approaches his normal every- 
day vocabulary, he improves in spelling; the farther removed this 
vocabulary is from his conversational type, the poorer he spells. 
The lowest grade being obtained from the detached lists with an 
improvement in the dictated composition and a decided improve- 
ment again when he selected his own vocabulary. This merely 
illustrates what one might forecast. The child is not a scholar, 
he deals familiarly with the objects and vocabulary of his daily 
experience and surroundings. If he is at all quick and alert, he 
easily learns to spell these words when he finds them in the printed 
texts. The exercise of association comes to his assistance in this 
but, when he comes to words that are beyond his vocabulary and 
are found only in books, many of which he does not understand, 
and having no objective essence with which to associate them, he 
must exercise the habits and functions of a scholar to fix their 
spelling. It is undeniable that we have a vocabulary for our 
spoken language and a distinctly different vocabulary for our 
written and oratorical speech. In a language spelled with such 
absurd and contradictory forms as we find in our English nothing 
but constant drill and close attention to a reasonably limited num- 



REPORT OF THE SUPERINTENDENT. 109 

ber of words can guarantee correct spelling of one's useable vocab- 
ulary. In the school days of the generation now passing away, it 
was claimed that six hundred words was a reasonably full vocab- 
ulary for the ordinary man; that two thousand words was ample 
for one in what was usually designated as the middle classes of 
society. We have passed beyond that stage. The unlettered 
gamin on the street has more than a thousand words in his vocab- 
ulary and he who reads the newspapers and magazines industri- 
busly will find 100,000 words. The dictionary lying upon our 
desk claims to list more than 300,000 different words and phrases. 
Tiie mastery of such a list is a herculean task, and none but the 
accomplished linguist could compass it, and even he must be often 
perplexed. We have come to a period in the development of 
knowledge and culture when there is a positive practical demand 
for some reform in the senseless spellings of our English lan- 
guage. We are told that no school child in any European country 
spells as poorly as our American school child. The only reply is 
that no European language has the senseless and barbarous com- 
bination of letters and sounds that is found in the English tongue. 
Think of a German child, or a French child, or a Spanish child, 
finding words in his language spelled and pronounced on the plan 
of our words "cough," "though," and "plough," and this is a mild 
illustration of thousands of such perplexities forcing each English 
word to be remembered and recognized as we remember and recog- 
nize individual people whom we meet upon the streets. It is an 
impossible proposition, and your Committee feels that the record 
made in the schools is vastly better than any reasonable investi- 
gator, familiar with all the conditions, should hope to find. 

Your Committee concludes this report by recognizing the cour- 
tesy and helpfulness of the principal and teachers of every school 
which they entered and the cheerful readiness of all the children 
to submit themselves to the tests required. While many sugges- 
tions and recommendations might be drawn from the facts noted, 
your Committee contents itself with the following suggestions: 

First — That a spelling book, or fixed list of words, should be 
provided and adopted for general use in the schools without ex- 
cluding the privilege of using text book lists for special study. 

Second — That more attention should be given in the school 
system to the method of study in preparing lessons. Your Com- 
mittee is persuaded that if the same attention were given to the 
study of words that is given to the study of problems, spelling 
results would be much better. 



110 PUBLIC SCHOOLS. 

authorize as optional the use of as large a list as might be ap- 
proved from the "Simplified Spelling Board's" recommendations. 
W. H. Campbell, Chairman. 

Helen Blanchard, 

Prin. Chicago Lawn School. 
Deborah Ford, 

Teacher Jahn School. 
Lincoln P. Goodhue, 

Prin. Holden School. 
Patrick Haley, 

Prin. Everett School. 
Jean K. Hanna, 

Head Asst. Dore School. 
WiNNiPRED E. Jones, 

Head Asst. Goodrich School. 
Charles A. Kent, 

Prin. Field School. 
Charles Krauskopf, 

Prin. Lawson School. 
Frank A. Larck, 

Prin. Stowe School. 
Clarinda Martin. 

Head Asst. Healy School. 
Ella W. McCauley, 

Teacher Lincoln School. 
Edward McLoughlin, 

Prin. Dewey School. 
Clementina Paranteau, 

Teacher Anderson School. 
Josephine L. Porter, 

Teacher Crerar School. 

MoNA a. 50ELKE. 

Teacher Washington School. 
Emma Stetzler. 

Teacher Gary School. 
Mary E. Twohig, 

Head Asst. Tilden School. 
Jessie Wilson, 

Teacher Morse School. 



REPORT OF THE SUPERINTENDENT. Ill 



PENMANSHIP. 

1. Purpose and Organization — 

The purpose of the penmanship committee was to visit 
schools, collect data and form an estimate of the work throughout 
the system. To the end that the committee might be representa- 
tive, twenty members were selected from the principals and 
teachers of the high and elementary schools. Sub-committees 
were appointed so that particular problems might be studied and 
a large number of schools visited. The penmanship in' eighty ele- 
mentary and in twenty high schools was inspected and the col- 
lected information recorded on certain forms described in this 
report. The survey continued for five weeks. Every week the 
entire committee met and members submitted oral and written 
reports on the schools visited. Surveys made in other cities were 
studied and an expert in child-study was consulted as to the 
physiological and psychological aspects of the subject. 

On account of the limited time at the disposal of this com- 
mittee, it was decided to work on the following general plan: 

To survey the work in the fourth, sixth, and eighth grades 
of the elementary, and the second and fourth years of the high 
schools. 

To ascertain whether formal practice results in improved 
writing in informal work in the elementary schools. 

To ascertain whether formal practice in the commercial de- 
partments of the high schools results in improved writing in the 
informal work. 

To ascertain whether the formal writing in the commercial 
departments of the composite high schools differs from the in- 
formal writing in the other departments of these high schools. 

To ascertain from commercial concerns the status of pen- 
manship in the business world. 

2. Good Points: 

The survey in the elementary schools has disclosed that while 
ideal conditions are rare, marked progress in system and efficiency 
is almost universal. There is a refreshing frankness in the 
general acceptance of the utilitarian values of proficient hand- 
writing. We have better penmanship in this year of Grace, 1914, 
than we have ever had before. While attainment varies with 
the school, there is an undoubted growth within each school 



113 PUBLIC SCHOOLS. 

liom grade Lo grade. There has been a steady improvement with 
every class entering the high schools. This renaissance of inter- 
est in pen-craft is manifest in the general enthusiasm of the 
teaching corps for rapid, legible writing produced under healthful 
physical conditions. The adoption of the muscular system pro- 
vides a definite natural standard. There are few teachers in the 
elementary schools who have not familiarized themselves with 
the requirements of this system. The pupils have caught the 
interest of their leaders and have risen bravely to the demands 
of the situation. The physiological advantages of the revival 
of interest in writing are manifest in better position with accom- 
panying ease, less eye and nerve strain, and increased speed and 
(endurance. The psychological advantages are recorded in the 
elimination of physical strain with the consequent release of 
nervous and mental energy. The sociological advantages are 
such as result from the possession of a medium as serviceable as 
speech, uniformly legible, and of worth in the social, business, and 
professional worlds. 

The secondary schools share the awakened convictions of 
the elementary schools as to the need of system and efficiency in 
the teaching of writing and as to the value of this art as a tool 
in every-day life. But the high schools have not allowed this 
awakening to influence their practice to the same extent that 
the elementary scliools have. The success attending the formal 
teaching of writing in the commercial courses; the demands of 
educators and of the business world for proficiency in penman- 
ship; and the increasing tendency to consider the vocational 
needs of the children augur well for the future of this subject 
in Chicago. 

3. Defects: 

Elementary Schools: Four years of the muscular movement 
have not eradicated all the bad habits inherited from the vertical 
and other discarded systems. The teachers in their desire to 
attain speed in writing, have sacriliced form. The formal drills 
produce some effect upon the formal penmanship but not sufficient 
upon the informal note-taking and other handwriting. Though 
we have adopted a definite method of teaching penmanship, there 
is not sufficient uniformity within the system and within schools. 
The variation within schools is marked where the principal shows 
little interest in penmanship or where the teachers, through lack 
of training, fail to emphasize this subject. In the primary grades 
there is too much pen writing and not enough use of the black- 
board for the teaching of form and large movements. Were all 



REPORT OF THE SUPERINTENDENT. 11.'3 

these defects corrected, we should tail ot tlie best results without 
ink, paper, pens, holders, and desks such as an expert would 
select. 

High Schools: Little attention is given to penmanship except 
in the cojumercial courses, where in some cases excellent results 
are obtained. There is little effort on the part of the pupils to 
apply the muscular movement in the informal work except in 
the commercial courses, nor do the teachers seem to require it. 
Careless work upon the blackboard added to general lack of 
attention to anything but content inevitably undoes much of the 
work accomplished in the elementary schools. 

•'i. Hycjiene of the Subject: 

Former committees on penmanship have emphasized the 
physical basis of the writing problem and have referred to the 
injury to breathing, to digestion, to the skeleton, and to the eye- 
sight from unnatural positions. Not all the hygienic evils of 
school life are due to penmanship, though this branch of study 
has been made the scapegoat in the past. Various defects inherent 
in the child are aggravated by unhygienic postures. In cases 
of defective vision, the forehead becomes warm or hot, according 
to the degrees of strain; the muscle tissue soft and flaccid. The 
moist, inert liands imply cold, damp feet. These conditions pave 
the way for a train of physical ills. The circulation of the blood 
is impaired so that it cannot carry nourishment to maintain the 
proper vitality. Eye-strains irritate the nerves and affect the 
circulation of the blood by disturbing the vaso-motor system 
which controls the arteries. This causes rapid heart action, 
increases blood pressure, and leads to serious nervous ills in 
later life. 

These facts emphasize the evils of eye strain caused by writ- 
ing and other prolonged and close applications which require 
frequent focusing of the eye. The majority of children are normal 
and can undergo the stress of school life without injury. But the 
large percentage with defective vision and active brains are soon 
fatigued, and the resulting lassitude is often interpreted as slow- 
ness or stupidity. 

5. Suggested Improx^ements: 

(a) The physical conditions under which much of the writ- 
ing is done must be materially changed before the best results 
can be secured. The desks in many of the schools are not ad- 
justed to the size of the children and are not of suitable form- 
The ink should be diluted with water frequently and the wells 
kept in good conditions. Thickened ink and unsatisfactory pens. 



114 PUBLIC SCHOOLS. 

holders, and paper develop a tendency to write in pencil, par- 
ticularly in the high schools. 

In grades one to three most of the work should be done on 
the blackboard with ruled lines to give the pupils the proper 
slant. The boards should not reflect the light; the crayon should 
be dustless. Pupils should be taught to move along at the board 
as they write instead of trying to do all work from one position. 
In grades four to eight the use of the pencil should be discouraged. 

(b) There is a tendency to insist on speed at the expense 
of position, legibility, and endurance in the formal and informal 
work of all grades, particularly in the fourth grade in the ele- 
mentary schools, and in the first two years in the high schools. 
Reducing the amount of work required would improve the quality. 

(c) It is the judgment of the committee that daily drills 
are necessary in all grades below the high school. A short daily 
drill of about fifteen minutes seems to produce better results 
than a longer period once or twice a week. In grades one, two and 
three, work should be given on the blackboard as indicated. The 
pen should be introduced in the fourth grade with particular 
attention to position and seating. 

(d) If the pupils have had daily drills up to the time they 
enter the high school, they will take correct positions automat- 
ically. As the body-structure is changing rapidly during the high 
school period, formal drills should continue throughout the four 
years. The amount of drill should vary with the studies taken. 
Pupils in the business courses should have at least fifteen min- 
utes a day, and those in the general and technical courses not less 
than one period a week, this period to be taken from the time 
for English and spelling. There should be closer correlation 
between the work of the elementary and high schools and every 
high school pupil should be required to use a text book in pen- 
manship. 

(e) Closer attention to form should be given in the informal 
writing in English, History and Geography. Many pupils write 
well in the drills but fail in the informal work. This is par- 
ticularly true of the high school. It is claimed that pupils are 
so absorbed in the content of their informal work and so crowded 
for time that they cannot give attention to form. This can be 
helped by insisting on good form and by avoiding long written 
tests. Credit for penmanship should be given on every written 
paper. The blackboard writing in the elementary schools is, on 
the whole, better than that in the high schools. Careful atten- 
tion should be given to 6uch work because corrections made at 
the board are of value to the whole elass. 



REPORT OF THE SUPERINTENDENT. 115 

(f) Emphasis should be placed upon the preparation of 
teachers for this work. They must become familiar with the 
technique of their subject. Many of them have already learned 
the fundamentals of position, movement and drills. Their weak- 
ness lies in a lack of intensive knowledge of the technique. The 
committee recommends that teachers who give evidence of special 
preparation in writing be granted promotional credit. Thus, per- 
sonal and professional skill will receive due recognition. 

(g) Penmanship possesses value in itself but its distinctive 
worth is as a medium of expression in other subjects. Writing is 
necessary to determine the exact knowledge of the pupil, to train 
the aesthetic sense, to develop self-confidence, and to energize 
through the sense of power which comes from doing a thing 
well — the joy of achieving. 

G. Requirements of Business: 

Good penmanship is indispensable in securing business posi- 
tions. To ascertain the opinion of business men concerning hand- 
writing of the graduates of the Chicago public schools a ques- 
tionaire was sent to one hundred representative firms employing 
8.614 persons in their offices. Some business houses keep no edu- 
cational records of their employees and, therefore, could give 
us little aid. The following summaries are compiled from those 
replies which gave definite information: 

Yes No 

1. How many graduates of the Chicago public 

grammar schools do you employ?. . . .1939 
(a.) Do you find their penmanship sufB- 

ciently legible? 1557 382 

(b Do you find their penmanship sufR- 

ciently rapid? 1572 367 

2. How many graduates of the two-year com- 

mercial courses of the Chicago public 
high schools do you employ? 222 

(a) Do you find their penmanship suffi- 

ciently legible? 176 46 

(b) Do you find their penmanship suffi- 

ciently rapid? 191 31 

3. How many graduates of the four-year 

courses of the Chicago public high schools 
do you employ? 293 

(a) Do you find their penmanship suffi- 

ciently legible? 245 48 

(b) Do you find their penmanship suffi- 

ciently rapid? 262 31 



116 PUBLIC SCHOOLS. 

4. How many otlice employees have you? 8614 

5. What pe'rcentage of these employees do 

enough handwriting to require them to be 
rapid, legible penmen? 68i/^% 

6. Do you And that the penmanship of the re- 

cent graduates of the Chicago public 
schools shows any improvement over that 
of former years? 1657 282 

7. Conclusion: 

The consensus of opinion among business men seems to be 
that ability in penmanship is an essential qualification for office 
positions. Since many reject applications which are not well 
written, skill proves a very important asset for the applicant. 
Owing to the fact that many business houses keep no record 
of the educational preparation of their employees, it would seem 
that much criticism in the past has been unfair in that many 
young people were employed who were not graduated from eitner 
the elementary or the high schools and who were, therefore, 
not the finished products of either department of the public 
schools. Those firms who employ a large number of persons 
and have kept careful statistics of the educational qualifications of 
their employees invariably have reported more favorably upon 
the penmanship of the public school graduates than those who 
have depended more or less upon general observation of the 
work of their employees. 

The Chicago public schools authorized successively the Spen- 
cerian method of writing, which proved to be too elaborate for 
practical use; the vertical system, which though very legible 
was too slow and unhygienic to meet the needs of the students; 
and finally a system of muscular movement writing which seems 
to be meeting all demands. By careful distribution of emphasis 
on the subject of penmanship throughout the curriculum of both 
elementary and high schools, there is reason to believe that the 
Chicago public schools will graduate young people who can 
write legibly and rapidly and satisfy all the demands for pro- 
ficiency in this subject. 

The survey of penmanship was carried on by members of 
the educational department of the Board of Education and every 
effort was concentrated on making the investigation impartial 
and impersonal. Every phase of the work surveyed has been 
given a place in this report. The members of ine commruee 
have frequently expressed the opinion that the opportunity 
given them to observe the work in many schools and in all de- 



REPORT OF THE SUPERINTENDENT. 



117 



partments has been of great value to them personally. The 
teachers and principals visited were eager to know how the work 
of their pupils compared with that of others and to receive 
suggestions from the committee. It is hoped that this report 
will be of assistance to those who were visited as well as to those 
who were not. 

8. Statistical Summary: 

The following tables summarize the 326 reports made by 
the members of the committee. Each school room visited was 
reported on separately and all items were marked, except endur- 
ance which was often dilTicult to measure fairly. Therefore, 
reports on it were left optional. The informal test was given 
first. The pupils were asked to write a lesson in some school 
subject chosen by the teachers, which in most cases was a form 
of English work. As far as possible they were not permitted 
to know that the penmanship was to be observed. After this 
a lesson in formal writing was given, consisting of six drills 
picked by the committee as a good test of the writer's general 
ability. Tables IV and V go into particulars concerning move- 
ment and position listed in Table II. 



1. 

NUMBRB BXAMINED. 

erade. 4 6 

Pupils 3882 3180 

Rooms 89 77 

Schools 80 80 

Per Cent ol School Membership 12.8 11.8 

9 

Pupils 576 

Rooms . 20 

Schools ... 

Per Cent of School Membership 22.2 

AGadeniic. 
9 10 11 12 

Pupils 122 410 78 504 

Rooms fi 15 3 19 

Schools ... ... ... 

Per Cent of School Membership 02.2 11.7 02.9 21.6 



Total. 



3824 
91 

m 



10886 

257 

80 



20.7 



Gommerical. 

10 Total. 



148 



724 
27 
17 



14.6 



Total. 



Grand 
Total. 



1114 12724 

42 326 

20 100 



118 



PUBLIC SCHOOLS. 



Grade 



IL 

FORMAT. TEST. 

Figures represent per cent. 
Unit of Computation : — One Class Room. 



Total. 



Commercial. 
9 10 Total. 



Good 48.3 70.1 73.6 63.8 40.0 0.0 30.0 

Position. Fair 33.7 27.2 25.2 28.7 46.6 80.0 55.0 

Poor 17.9 2.5 3.0 7.3 13.3 20.0 15.0 

Good 42.6 63.6 64.8 56.8 

Movement. Fair 40.4 33.7 35.1 36.5 

Poor 16.8 2.5 0.0 6.6 

Good 23.5 53.2 59.3 45.1 46.6 40.0 

Forms. Fair 51.6 37.6 39.5 43.1 46.6 60.0 

Poor 24.7 9.0 1.0 11.6 6.6 0.0 

Excessive 10.1 5.1 5.4 7j>0 0.0 40.0 10.0 

Speed. Moderate 66.2 88.3 82.4 78.5 93.3 60.0 85.0 

Slow 23.5 6.4 12.0 14.3 6.6 0.0 5.0 



46.6 40.0 45.0 

46.6 40.0 45.0 

6.6 20.0 10.0 



45.0 

50.0 

5.0 



Grade 



II A. 

RANKING TABLE. 

Formal Test. 



8 


Total 


Oomn 
9 


lercial 
10 


Tot« 


2nd 


2nd 


3rd 


4th 


4th 


3rd 


3rd 


2nd 


3rd 


3rd 


4th 


4th 


2nd 


2nd 


2nd 


1st 


1st 


Ist 


1st 


1st 



Position 2nd 2nd 

Movement 3rd 3rd 

Form 4th 4th 

Speed 1st 1st 



Grad« 



III. 

INFORMAL. TBST. 

Figures represent per cent. 
Unit of Oomputations — One Class Room. 

Com^mercial Academic 

4 6 8 Total 9 10 Total 10 12 



Total 



Good 


26.9 


55.8 


67.7 


50.0 


38.8 


71.4 


48.0 


20.0 


26.3 


23.5 


Legibility Fair 


62,9 


40.2 


32.2 


45.3 


55.5 


28.5 


48.0 


60.0 


57.8 


68.8 


Poor 


10.1 


3.8 


0.0 


4.6 


5.5 


0.0 


4.0 


20.0 


15.7 


17.6 


EJxeessiVe 


3.3 


3.8 


3.3 


3.5 


0.0 


0.0 


0.0 


0.0 


10.5 


5.8 


Speed Moderate 


62.9 


79.2 


84.4 


75.3 


94.4 


100.0 


96.0 


53.3 


63.1 


68.8 


Slow 


33.7 


16.8 


12.2 


21.0 


5.5 


0.0 


4.0 


46.6 


26.3 


35.2 



E}ase 



Great 



Little 



29.2 61.0 68.8 57.8 27.7 42.8 32.0 6.6 10.5 8.8 
70.7 38.9 31.1 42.1 72.2 57.1 68.0 93.3 89.4 91.1 



REPORT OF THE SUPERINTENDENT. 



119 



Grade 4 6 

Legibility 3rd 3rd 

g^peed 1st 1st 

E}ase 2nd 2nd 



III A. 

KANKINO TABLE. 

Informal Teat. 

Oommercial 
8 Total 9 10 



Total 



Academic 

10 12 Total 



3rd 

1st 
2nd 



3rd 
1st 
2nd 



2nd 
l«t 
3rd 



2nd 
1st 
3rd 



2nd 
let 
3rd 



2nd 2nd 2nd 

ISt ISt l8t 

3rd 3rd 3rd 









IV. 
















MOVEMENT. 














(Jiee Table 


11.) 




Commaroial 


Grade 




4 


6 


S 


Total 




9 


Direction 


©ood 
Fair 
Poor 


43.8 
41.5 
14.6 


62.3 
33.7 

3.8 


69.2 

30.6 

0.0 


58.3 

36.4 

6.2 




53.3 

40.0 

6.6 


Freedom 


Good 

Fair 

Poor 


29.2 
52.8 
17.9 


63.5 

35.0 

3.8 


62.6 

37.3 

0.0 


50.5 

42.0 

7.3 




B3.3 
40.0 

6.6 


Good 
Regularity Fair 
Poor 


26.9 
49.4 
23.5 


62.3 

31.1 

6.4 


59.3 

39.5 

1.0 


49.0 
40.4 
10.5 




4C.6 

46.6 

6.« 








IVa. 
















RANKING TABLE. 














Movement. 






Commercial. 


®rade. 






4 


(i 


8 


Total. 


9 


Direction 






1st 
2nd 
3rd 


2nd 
1st 
3rd 


iBt 

2nd 
3rd 


Ist 
2nd 
3rd 


iBt 








let 






2nd 
















V. 
















POSITION. 














(See Table 


U.) 






Commercial. 


Grade. 






4 


6 


8 Total. 


9 




Good 




43.8 


64.9 


70.3 


59.5 


40.0 


Body. 


Pair 




33.7 


32.4 


27.4 


31.1 


46.6 




Poor 




22.4 


2.5 


2.1 


9.3 


13.3 




Good 




38.2 


66.2 


61.5 


54.8 


33.3 


Head. 


Pair 




40.4 


27.2 


32.9 


33.8 


46.6 




Poor 




21.3 


6.4 


5.4 


11.2 


20.0 



120 



PUBLIC SCHOOLS. 



Grade. 

Oood. 
Feet. Fair. 

Poor. 

Good. 

Pea. Fair. 

Poor. 

Good. 

Arms. Fair. 

Poor. 

9ood. 

Paper. Fair . 

Poor. 

Good. 

Hands. Fair. . 

Poor. 



4 


6 


8 


Total. 


9 


40.4 


57.1 


59.3 


52.1 


40.0 


30.3 


27.2 


32.9 


30.3 


26.6 


29.2 


15.5 


7.6 


17.5 


33.3 



39.3 
33.7 
26.9 



63.6 

32.4 

3.8 



71.4 

23.0 

5.4 



57.9 
29.6 
12.4 



33.3 
46.6 
20.0 



44.9 
32.5 
22.4 



71.4 

25.9 

2.5 



75.8 

23.0 

1.0 



63.8 

27.2 

8.9 



40.0 
40.0 
20.0 



47.1 
35.9 
16.8 



70.1 

23.3 

6.4 



75.8 

20.8 

3.2 



64.2 

26.8 

8.9 



40.0 
46.6 
13.3 



37.0 
37.0 

25.8 



63.6 

33.7 

2.5 



70.3 

27.4 

2.1 



56.8 
32.6 
10.5 



33.3 
53.3 
13.3 



Grade. 

Body 

Head 

Feet 

Pen . 

Arms 

Paper 

Hands 



Va. 










RANKING TABLH. 








Position. 








Commercial. 


4 


6 


8 


Total. 


9 


3rd 


4th 


4th 


3rd 


1st 


t»th 


3rd 


5th 


6th 


4th 


4th 


7th 


6th 


7th 


3rd 


5th 


6th 


3rd 


4th 


4th 


2nd 


Ist 


1st 


2nd 


2nd 


Ist 


2nd 


2nd 


1st 


1st 


7th 


5th 


4th 


5th 


5th 



William Bachrach, Chairman. 
Elementary Schools. 

Simon F. Casey, 

Teacher, Yates School. 
J. Catherine Cutler, 

Principal, Chalmers School. 
Lillian F. Dougherty, 

Teacher, Talcott School. 
Eleanor R. Dunne, 

Principal, Hamline School. 
Marie A. Dunne, 

Principal, Nobel School. 
Wm. J. Fraser, 

Principal, Spry School. 
.Tagob H. Hauch, 

Principal, Lloyd School. 



REPORT OF THE SUPERINTENDENT. ig^ 

LUELLA HeINROTH, 

Principal, Morris Scliool. 
J. Edward Huber, 

Principal, Kinzie School. 
Frederick J. Lane. 

Principal, Jenner School 
Elizabeth L. Maher, 

Teacher, Washb.irne School 
Frank W. Rieder. 

Principal, Burnside School 
Alice M. Ryan, 

Teacher, Foster School. 
Henry Sumner, 
Teacher, Parental School. 

R^-gh Schools. 

Grant Beebe, 
Principal, Calumet School 
Valentina J. Denton, 

Teacher, Parker School. 
Ida M. Edwards, 

Teacher, Harrison School 
Herbert C. Hanson, 

Teacher. Tuley School. 
Henry F. Keen, 
Teacher, Marshall School. 



122 PUBLIC SCHOOLS. 



ARITHMETIC IN THE GRADES AND MATHEMATICS IN THE 

HIGH SCHOOLS. 

The committee held six meetings. It was decided to divide 
the committee into ten sub-committees. One school district 
was assigned to each sub-committee. The schools were visited 
between March 26th and April 20tli. Reports of observations 
made during these visits were submitted in writing by each 
sub-committee to the whole committee. Three meetings were 
held to discuss the individual reports. The individual reports 
were then combined into the final report. One meeting was held 
to discuss the final report which is herewith submitted. 

Fifty-three elementary schools and thirteen high schools 
were visited. Four hundred fifty-two elementary teachers and 
sixty-four high school teachers were seen at work. One sub- 
committee visited four elementary schools; the others five or 
more each. Three sub-committees visited two high schools 
each; the others one each. 

General Character of the Teachiny: The teaching is very 
individual, generally good, much of it excellent. The committee 
saw very little that could be called poor teaching. With very 
few exceptions the teachers show an excellent spirit and their 
purpose is the highest. 

In the high schools the teachers showed good mathematical 
training and full knowledge of the subject. There appeared, 
however, to be less evidence of pedagogical training and skill 
than in the elementary schools. 

Some of the committees saw new methods of presenting 
geometry and arithmetic which were especially deserving of 
commendation for the evident interest awakened and power 
developed. 

Effect of Departmental Work: It is the opinion of the com- 
mittee that there was not enough departmental work seen to 
serve as a basis for comparisons — where it was seen it was 
uniformly good. In some cases the best work seen in arith- 
metic was in schools where departmental work was the custom. 
In such cases it was evident that the teachers knew the subject 
and knew the preparation of the children. They approached 
their subject with confidence and a variety of methods. In some 
schools where departmental work had been abandoned the reason 



REPORT OF THE SUPERINTENDENT. 133 

assigned was the difficulty in filling the places of teachers who 
left. 

In the high schools the best work was done by those teachers 
who had specialized in mathematics. 

The Amount of Oral and Written 'Work: The relative amount 
of oral and written work which the committee saw, varied in 
different schools and in different rooms in the same school. 
In many rooms the committee saw oval work only, although they 
were given to understand that this was not the custom. Occa- 
sionally this occurred throughout an entire school. In many 
cases the oral work was rapid mental drill in abstract exercises, 
while in others it was review of tables of measures, and only 
rarely concrete problems. On the other hand, the committee 
sometimes saw written work only. In one case this occurred 
m five out of eight rooms visited in the same school. In the lower 
grades it was individual blackboard work. The teacher gave 
each child a different problem, and another when that was solved, 
and so on. In other classes in the upper grades the child worked 
from the text book going as far and as fast as he could, calling 
upon the teacher only when he felt that he needed help. In 
these classes practically all of the work was wriitten; there 
were no recitation periods for mathematics, that is. no time when 
the class and the teacher discussed the subject. In this case 
?he committee understood that this is the custom of the school. 
Usually the written and the oral work went together and sup- 
plemented each other. In the lower grades where this was the 
case, the recitation consisted of oral and board work. In the 
upper grades the recitation included also reports in problems 
previously assigned. In many cases rapid oral drill came at the 
beginning of the recitation. In cases where both oral and writ- 
ten work were seen in the same recitation, the sub-committees 
report from one-third to four-fifths oral work. 

Amount of Home Work Called for: Of the ten sub-com- 
mittees three report that no home work is called for in the 
schools visjled; four report that a few teachers give a little 
home work but that most of them give none; two report that 
in many schools a lesson is assigned in advance of the recita- 
tion from the fifth grade up and that preparation of this lesson 
is expected, some of which must be done at home. One committee 
reports that about half of the schools visited assign home work. 

Class Room Methods: (1) The committee was struck by 
the great amount of careful individual work done in the ele- 
mentary schools despite the large classes. This was not so 



124 PUBLIC SCHOOLS. 

pronounced in the high schools. In this connection two or three 
points are worthy of notice: 

(a) In general there is more oral than written work and 
this is individual. 

(b) There were in general no failures in recitation in the 
elementarj' schools. The "I don't know" seems to have dis- 
appeared. When a pupil is called upon to recite he keeps the 
floor until he masters the situation or he is seated and works out 
the problem and recites later, while the class in the meantime 
goes on to some other problem. Elementary teachers seem to 
be of one mind on this point. 

Contrary to the custom in the elementary schools there 
seems to be a tendency in the high schools to let pupils fail 
if not prepared. Occasionally when a problem was wrong the 
tei.'jher gave much time to the pupil who had failed until he 
saw and understood although in general this was not the case. 

(C' There is a general tendency in the elementary schools 
toward keeping many pupils actively occupied during the recita- 
tion. This was more marked in the elementary schools than in 
the high school and somewhat more marked in the lower grades 
than in the upper grades of the elementary schools. In oral and 
mental work with new problems methods vary from concert work 
in which no attempt is made to discover who is right and who is 
wrong, to extremely slow individual work so conducted that every 
one waits for the slowest. Between these two extremes are va- 
rious methods of calling for individual responses so carried out 
that no time is wasted, and yet the great majority of the class 
are given a chance to reply. In a few cases the responses were 
in turn. In other cases each pupil indicated in some way when he 
had solved the question and pupils were called upon until the cor- 
rect answer was given. Occasionally a teacher did not allow time 
enough and once in awhile one was too slow, but in most cases 
this work was exceedingly well conducted. A large part of this 
work was seen in the middle grades. In the lower grades the 
responses were often organized into games in which all took part. 
In the higher grades the work was closer, the problems harder 
and time was allowed for reasons and explanations, so that fewer 
pupils took part. Occasionally the oral work was supplemented 
by explanations from the blackboard. Little or none of this 
work was seen in the high schools. When the work was entirely 
written every one was of necessity occupied. F-ome of the meth- 
ods, however, are interesting, especially in contrast to some of 
the work in the higher grades, and much of that in the high 
schools whore one pupil worked or explained and others listened. 



REPORT OF THE SUPERINTENDENT. 125 

The committee saw one fifth grade class of forty-nine at work. 
the majority of them at the board. One talked or explained 
while all worked. In another case one or two worked at the 
board and the rest at their seat on the same problem. Explana- 
tions were deferred until all had had a chance. These methods 
were effective only in so far as the problems given were so chosen 
that the majority of the class could get them right. In the lower 
grades where the problems were of such a nature that they could 
be corrected at a glance, the committee frequently saw an entire 
class at the board working individual problems. Little of this 
work was seen above the fifth grade except in the one extreme 
case of individual work where each pupil works his own way 
through the text, going to the teacher for help when he feels the 
need of it. In cases from the fifth grade up, when a lesson is 
assigned in advance, preparation expected and reports of it given 
in class, the problem of keeping everyone active is harder to solve. 
Some of the methods seen were not effective unless the pupils had 
the work for the problems in their hands. In one case one pupil 
worked the problem on the board talking as he worked, while 
the others listened. In other cases the problems were put on 
the board by different pupils during class time — while the others 
in the meantime were given oral and mental work. After all 
those at the board were ready the problems that had been worked 
out were usually read from the board, each problem being worked 
out by the pupil who had put it on. Sometimes in such cases 
there was no subsequent discussion of the problem. There were 
two very effective methods seen for reports of assigned work. 
In one school the pupils at their seats asked many questions of 
suggestion or information of the pupils working at the board 
and followed up the point until it was clear. In this case the 
explanation that followed was often made by some one other than 
the one who worked the problem on the board. In an eighth grade 
class the problems had been put on the board in outline only, in 
advance of the recitation. The necessary interpolations accom- 
panied the explanations. In one school the reports of assigned 
work were given orally from papers previously prepared. The 
tendency in algebra and geometry classes in the high school is to 
have one pupil read the solution of an algebra problem or give 
a demonstration in geometry while all listen. In many cases 
this is followed by questions and discussions in which all take 
part. The committee saw some cases, however, where one pupil 
was allowed to keep the floor so long that the interest of the class 
was entirely lost. 

(2) The committee differed on the value of games as a device 



1-^ PUBLIC SCHOOLS. 

ill the mathematics class. Some membexs of the committee saw 
games so conducted that time was wasted, interest was lost and 
little was accomplished. There can be no doubt, however, that 
this is not generally the case. When individual response to oral 
and mental drill in abstract operations was organized into a game 
in which different rows or different classes competed the interest 
was intense, the attention quickened and the device was an aid to 
accuracy and rapidity. 

(3) Now and then a pupil talked while he worked at the 
board. The cases of this which the committee saw were so ef- 
fective that they wished that there might be more of them. 

In general the committee would say that they found greater 
opportunity for individual work and greater responsibility on the 
part of the individual child than they had dared to anticipate in a 
system where much work is necessarily formal and where classes 
fall little short of fifty pupils. 

Review of Work of Previous Grades: la the elementary 
schools there is constant review, consciously or unconsciously, of 
number facts and operations as the subject is continuous and the 
treatment is more or less uniform at least throughout the grades 
of any one school. All of the sub-committees report having seen 
more or less of this review work. Only two report having visited 
schools where none of it was seen. Often some special plan for 
review is adopted. In some cases the first month in the new grade 
is given to it. In other cases a few moments is given to it at the 
beginning of eacli recitation. Where two grades are in the same 
room the classes occasionally recite together. In some schools the 
review is only incidental. On the other hand this review is some- 
times carried too far. Your sub-committee report that in some 
schools the review is so constant that there is little time left for 
new work. In two schools nothing but review was seen. Primary 
work was seen in some instances even in the seventh and eighth 
grades. In another case it was reported that the result of con- 
tinued review was that every room visited seemed to be a grade 
behind the normal. One sub-committee suggests more careful 
planning of the work from grade to grade to prevent wasteful 
duplication of effort. In some cases w^here no review work as 
such was seen the committee noted that the definite nature of the 
work done in the lower grades made it possible to adhere closely 
to the Course of Study in the upper grades. 

One serious question in connection with reviews occurs be- 
tween the eighth and ninth grades, especially in the Business 
Arithmetic of the ninth grade. Here pupils were found working 
slowly and witlj difflculty problems in percentage that the same 



REI'OKT OF THE SUPERINTENDENT. 137 

committee had seen worked easily by sixth and seventh grade 
pupils. In some cases the teachers did not seem to be adequately 
acquainted with the work in the lower grades so as to be able to 
make proper connections. There were several instances in which 
difficulty grew out of the teachers' enforcement of a particular 
method (perhaps the method of the author^ without giving con- 
sideration to tlie method which the child chose naturally to use. 
Because of the child's knowledge of the subject under consideration 
he was familiar with certain methods. For example, in one class 
in Business Arithmetic in the high school, a pupil was asked to 
find 4^2 per cent of $52.50. He multiplied $52.50 by .045, but 
placed the decimal point wrong in the answer. Instead of leading 
him to find his mistake, the teacher criticized the method. Much 
time would be gained if ninth grade pupils were held responsible 
for sixth, seventh and eighth grade subject matter and this knowl- 
edge were made a stepping stone to the specialized new work and 
the more specific methods of Business Arithmetic. The student 
would not feel that his previous work was underrated. 

Handling of the Subject: Every teacher knows that concrete 
illustrations of mathematical processes should form the introduc- 
tion to every new principle and that after the principle has been 
established by ample illustration from material within the child's 
experience, abstract work should be sharp, quick and incisive and 
continue until the process becomes automatic for the child. In 
spite of this fact several of the sub-committees report that there 
is too much abstract and not enough concrete work; that the teach- 
ing is too much occupied with mechanical manipulations; that 
there should be more practical problems and more attempts to 
show the relation of mathematical processes to real life. 

The present insistent demand for more emphasis in funda- 
mentals in their practical applications, especially the demand of 
"business" that the schools shall turn out expert manipulators of 
figures, results in a tendency on the part of the teachers to over- 
emphasize the phase of the subject and probably accounts for the 
stress laid upon reviews. The ability to manipulate numbers 
rapidly is a power easily acquired, soon lost and easily re-acquired 
when necessary. To put special stress on the acquisition of such 
skill or proficiency can not but result in an irreparable loss in the 
more important phases of the subject and a sacrifice in the science 
of mathematics as a whole. 

The tendency to be too abstract, to over-estimate the value of 
mathematical manipulations was also visible in high school work. 
The questions asked by the teacher in algebra and geometry classes 
often indicated a superficial handling of the subject rather than 



128 PUBLIC SCHOOLS. 

a persistent effort to get at the fundamental principles. The fun- 
damental principle in solution of algebra problems, namely that 
one must find two things that are equal was well brought out 
in one or two cases. In other cases the explanation stopped just 
short of the vital point. In algebra classes the committee noted 
a tendency to generalize too early which resulted in a mechanical 
following of rules without explanations rather than a compre- 
hension of fundamental principles. The distinction between what 
is the use of a certain operation in algebra or construction in ge- 
ometry and what right have we to perform this operation or con- 
struction was rarely brought out in questions. 

Mathematical Form and Language: In abstract problems in the 
early grades the formal expression is clear and the equation is 
given, for example, 9 plus 5 equals 14; 8, multiplied by 2, equals 16. 
But in concrete problems and in problems for larger numbers, 
numbers beyond the tables, this form generally gives way to a 
form showing the work rather than a form indicating the method 
of solution. In many cases pupils do much indiscriminate figuring, 
working without plan or, if they have one, losing sight of it. In 
the sixth, seventh and eighth grades it causes a good deal of 
trouble and is responsible for much of the criticism heaped upon 
the elementary school by the high school. In the lower grades 
the cost of 24 pounds of butter at $.42 a pound appears: 

$ .42 
24 



168 
84 



$10.08 
instead of : 

Cost of 24 lbs. equals 24x$.42 equals $10.08. 

As the problem grows more involved the formulation of ex- 
pression continues along the same line, the mechanical work in 
evidence rather than the logic problem. In the seventh and eighth 
grades there was a very evident tendency in several schools to- 
wards formulation, indicating- logic rather than mechanics, but in 
many cases it was a mere tabulation of results in which the work 
of division, multiplication, and so on, which was much in evidence 
in the intermediate grades had disappeared. One committee re- 
ports a strong tendency to formulate problems in mensuration 
while other kinds of problems are set forth to the eye with the 
process in evidence and the logic obscured. In a few cases the 
sub committees report excellent mathematical expression. In one 



REPORT OF THE SUPERINTENDENT. VZd 

school from tlie fourth lo the eighth grade all processes were in- 
dicated and the meaning of the equation observed. One eighth 
grade class gave orally this expression for the area (in square 
feet) of a table where diameter was given as 54 inches. The 
number of square feet in the area equals 

27x27 



144 
Another class in the same school was given similar expressions 
in written work. One seventh grade class used such forms as this : 
4-5 of Money equals $1.20. 

Money equals l%x$1.20 equals $1.50. 

0/ 

4-5 M. equals $1.20. 
M. equals $1.50. 

It is interesting to note that the very best work that the com- 
mittee saw was accompanied by the very best mathematical ex- 
pression or formulation. The committee thinks that perhaps one 
of the causes of the long step between the eighth and ninth grades 
is due to the difference in formulation or mathematical expression 
of problems. In algebra and geometry classes in the high schools 
the written mathematical forms and the oral expression were 
not so generally accurate as the committee could wish. 

Correlation and Practical Problems: The necessity of making 
mathematics as concrete as possible, the fact established by 
psychologists that power gained in one subject is not transferred 
to some other subject or to the general activities of life except 
by the conscious activity of the mind itself, make efl'ective cor- 
relation incumbent upon every teacher. This correlation can be 
effective only where teachers of different departments confer. 
Correlation will then allow more time for hand work in the arts 
and furnish material of the highest type for the mathematics. 

Many real problems, vital to the pupil at the time of solution 
from the manual training shop, the domestic laboratory, the geog- 
raphy and nature class rooms and various activities of the school 
would find a place easily in the mathematics class, their greatest 
value being their reality. The text book has pages of this kind 
of problems that were vital to some one at some time, but lack 
the interest of real problems to the pupils who are solving them 
now. All problems cannot be real, but enough might be to give 
the right attitude of mind toward problems. Many such problems 
are essential to the best work in mathematics; through them the 
child gets a keen individual interest in mathematics; he sees the 
place of number m his own life. Through them he gets initiative. 



];!0 PUBLIC SCHOOLS. 

independent method of solution, real interest and attention to the 
subject versus class interest and group attention. These prob- 
lems should be worked out in the mathematics class; they belong 
there. Whenever they involve any new number relations they 
should come under the direction of the teacher of mathematics. 
These real problems are the backbone of the course in mathe- 
matics and the best special teacher of mathematics is looking for 
them. 

In the middle and upper grades of the elementary schools there 
was little conscious correlation seen in the mathematics classes 
between arithmetic and the manual training, sewing or cooking. 
What little correlation between these subjects was seen was forced, 
unnatural, and wasteful of time. One member of the committee 
visited sewing and manual training rooms and found there much 
good correlation with mathematics. In the sewing room pupils 
were required to measure the amount of cloth or lace necessary 
for the garment to be made and to compute the proportionate 
cost of the amount cut off to the cost of the entire bolt. In the 
manual training rooms pupils were required to compute the cost 
of objects made by computing the cost of lumber, varnish and 
so on used. This might for example include the proportionate 
cost of a part of a can of varnish. The best teachers of mathe- 
matics will search in every department of the school for the best 
material for her work. 

In arithmetic classes much work directly and consciously related 
to the life and surroundings of the pupils was seen. These were 
not problems from their text, but individual problems made by 
the pupils themselves. In one room pupils were computing the 
amount of moulding necessary for rooms in their own homes, 
having previously taken the necessary measurements. In another 
room pupils had been taught to make and read gas meters and 
were working with bills which they had made from their knowl- 
edge of the conditions in neighboring stores or in women's ex- 
change work. In other schools problems were found relating to the 
various activities of the neighborhood, such as filling streets, lay- 
ing walks, buying and selling houses, borrowing money to build 
and the like. One teacher wishing to make her pupils proficient 
in the multiplication of mixed numbers had opened a "ribbon 
counter" at w^hich one pupil was buying, another selling, while 
the entire class figured the cost. 

Very little correlation was seen in the high schools except be- 
tween shop mathematics and mechanical drawing in one high 
school. This may be largely due to the fact that the mathematics 
teacher is not equally conversant with other subjects and does not 



REPORT OF THE SUPERINTENDENT. 131 

see or know the points of contact. If it is not absolutely true that 
teachers of geometry teach only geometry, and of algebra only 
algebra, the tendency is in that direction. Here is a point where 
correlation is possible to a large extent, but is very little practiced, 
possibly partly because of the nature of the text books and time 
and strength required to collect an(J mimeograph supplementary 
problems, partly because the more experienced teachers are in 
charge of the more mature pupils. A division of the work by 
which every teacher met pupils of different grades would seem- 
ingly improve the teaching from a pedagogical standpoint. 

Interest: The various sub-committees report that the interest 
shown in classes in the elementary schools visited varied from 
intense in three cases to ordinary in two cases. When variations 
occurred in the same school, the committee noted that the person- 
ality of the teacher or the methods used were exceptional. In gen- 
oral the opinion of the committee is that the responses of the 
classes to the work in hand is remarkable. The children were in 
a receptive state of mind, alert, loyal and in earnest. This was 
true throughout the grades of each school and throughout the 
various schools. 

The various committees report that the interest shown in the 
high school classes was in general less than that in classes 
in the elementary schools. It was always good and respectful, 
rarely intense. Where the interest was best it seemed to be due 
to the method of conducting the recitation, as in a geometry class 
where pupils asked questions and spoke to each other about the 
work. 

Development of Power: The power developed in pupils in dif- 
ferent schools seems to vary in kind and amount. Occasionally 
a sub-committee could find little or no evidence of power developeu 
in pupils. In other schools the development in power is more 
marked. In many cases the committees report that the develop- 
ment is largely in power to obtain quickly accurate results to 
abstract exercises. In other cases where the power to reason is 
more marked especial attention is given to the solution of con- 
crete problems. In some rooms advance problems are explained 
as to method only without obtaining results. The committee is of 
the opinion that more attention should be given to the development 
of sustained, continued thinking through the use of concrete prob- 
lems. In some schools the development of power seems gradual 
and continuous. In others it goes by leaps and bounds. In some 
cases it is evident that this is due to especially good teaching or to 
special attention to the power to reason in the upper grades. In 
one school where the eighth grade seemed to go forward with a 



132 PUBLIC SCHOOLS. 

giant stride, there was more initiative allowed than in the middle 
grades. The lower classes in this school have much opportunity 
for free independent work. In the eighth grade this freedom 
backed by the more formal work of the middle grades results in 
excellent work. In other schools where the development of power 
is evident in the second and third grades and again in the eighth 
or the seventh and eighth grades, what happens in between is not 
so evident. In other schools the committee noted the strength 
and development more gradual. 

An interesting question comes here while discussing development 
of power. Does the power developed by quick oral work transfer 
to the written work and does it persist? Some of the sub com- 
mittees found third, fourth, fifth and sixth grade pupils doing very 
difficult abstract exercises, without pencil. This included the fun- 
damental operations with integers and operations with fractions. 
But the same class and the more advanced class in the same school 
did simple pencil work with difficulty. This carrying over of 
power is a vital point here for if this power does not carry over 
and does not persist, a great deal of valuable time is wasted 
throughout the school system. In many cases the committee would 
say that there is little transfer to the written work of the power 
gained in the oral work. Is it due to the method used, to an 
isolation of oral from written work, or is there a different treat- 
ment in the written work? 

Initiative: While a very few cases were reported in which 
it was necessary for the teacher to take the initiative in solving 
problems, in general pupils attack problems vigorously. There 
was little hesitation; each child assumed the responsibility; there 
was no shirking and no dependence upon one's neighbor or the 
teacher. This was especially true in classes in which pupils 
made their own problems or in which the problems had a clear 
practical meaning. In many recitations half or more of the time 
was devoted to problems not previously assigned. In many cases 
the visitors proposed new problems. Only once or twice did the 
pupils fail to find a satisfactory solution. In many cases, however, 
there is a general class method for the solution of given problems, 
which curtails the opportunity for initiative. Often the com- 
mittee looked in vain for the question "Are there any other ways 
to do this problem?" Again pupils were occasionally told to stop 
and think where time and conditions favorable to thought were 
lacking. In the early grades there were many approaches to the 
fundamental processes. In general the committee is of the opinion 
that pupils should be encouraged to do problems by a variety of 
methods and that time and opportunity for thought should be 



REPORT OF THE SUPERINTENDENT. 133 

given. With smaller classes and more real problems growing out 
of their own lives and work, there would be still greater oppor- 
tunity for initative in attack and method of solution. 

One committee reported a case in which one would suppose that 
great opportunity for initiative would be developed. The children 
work the problems in the arithmetic each for himself, going as 
far and as fast as he can, consulting the teacher privately when 
he feels that he needs help. The children work after the method 
of the author or each after his own method, but each one works. 
There seemed to the committee to be less intensity here than 
in groups having recitations and less power to attack new prob- 
lems. 

One committee reported that arithmetic and algebra classes 
in the high school were often so conducted that no opportunity 
for initiative was given. In two classes the "model" was given 
by the teacher, once in arithmetic and once in algebra and again 
a revised model. The teacher said, "I want you to follow the 
model." It was a new subject. The process of long division in 
algebra had been presented by the teacher to an algebra class. 
In most algebra classes the children worked out assigned prob- 
lems on the board in much the usual way. No variety of methods 
was called for or offered. 

Geometry seems to offer greater opportunity for initiative. 
In one small class of boys there were several proofs offered for 
each of two theorems. There were several independent attacks 
made in a class in solid geometry. 

Summary: On the whole the committee found the teaching of 
arithmetic in the elementary schools good; far better than they had 
anticipated. They were struck by the great amount of careful 
individual work done and by the responsibility assumed by the 
individual child despite the large classes where much work is 
necessarily formal. They wish to commend many new and effect- 
ive methods seen. If the pupils do not get a reasonable knowledge 
of arithmetic in our elementary schools the cause must be sought 
elsewhere than in the teaching in the schools visited. In some 
cases the committee saw much formal review and would suggest 
more careful planning of the work from grade to grade. The 
committee saw too much abstract and not enough concrete work 
in many cases. The present demands of "business" that the schools 
turn out expert manipulators of figures is liable to result in 
irreparable loss to pupils. 

The committee is of the opinion that if mathematical forms 
and language were more carefully exact throughout, time would 
be saved and power gained. 



134 PUBLIC SCHOOLS. 

The committee is of the opinion that there should be more 
real problems. If groups could be smaller and there could be 
closer correlation (natural not forced) with other subjects, there 
would be greater initiative developed, and keener individual inter- 
est in mathematics. These opportunities may come with the 
new course of study wherein the longer time given to one subject 
permits the mathematics of that subject to receive attention and 
the problems involved to be solved. 

The committee questions the value of so much oral and mental 
abstract work divorced from the written and concrete work. If 
the power gained in the oral work does not transfer to the written 
work (as seems provable) or does not persist, much time is wasted 
throughout the entire school system. 

The committee is of the opinion that children should be en- 
couraged to do problems by a variety of methods and time and 
opportunity should be given for thought. 

The committee is at a loss to account for the general overlapping 
of the work in the elementary schools and the high school business 
arithmetic. 

A more generous equipment for teaching the subject should be 
furnished. 

R. M. Smith, Chairman. 

Elementary Schools. 

Jane S. Atwater, 

Prin. Sheldon school. 
Anna E. Bectin, 

Head Asst. Ogden School. 
Eleanor Chittigk, 

Head Asst. Emmet School. 
Sarah A. Fleming, 

Prin. Jungman School. 
Anna S. Higgins, 

Head Asst. Gallistel School. 
Cora E. Lewis, 

Prin. Bismarck School. 
Katherine D. Murphy, 

Teacher, Ryder School. 
Robert Nightingale, 

Prin. Burns School. 
Marianna O'Brien, 

Teacher, McLaren School. 

G. A. OSINGA, 

Prin. Delano School. 



report of the superintendent. 135 

William Sghogh, 

Prin. Yale School. 
Jennie P. Sorenson, 

Head Asst. Taylor School, 
John H. Stbhman, 

Prin. Avondale School. 
John H. Stube, 
Prin. Burr School. 

High Schools. 

George M. Clayberg, 

Prin. McKinley High School. 
Agnes B. MacNeish, 

Teacher, Lake High School. 
Edward Morgan, 

Asst. to Prin. Senn High School 
George H. Rogkwood, 

Prin. Austin High School. 
Mabel Sykes, 

Teacher, Bowen High School. 



136 PUBLIC SCHOOLS. 



GEOGRAPHY AIVD NATURE STUDY. 

The committee visited some seventy different schools, located 
in all parts of the city and included in the ten school districts, 
and heard some 350 recitations. The membership of these schools 
included pupils of every class, from those of the favored wealthy 
to the children of the recent emigrants in the most congested 
quarters of the city. Their various environments typified the 
extreme of conditions that our public schools are laboring to 
bring into some kind of unity through the medium of a common 
curriculum. No effort was made to select schools of known excel- 
lence in the subjects under consideration. It was believed that 
a group of schools taken almost at random would better represent 
the average standard of ability in teaching, and it was that the 
committee were anxious to investigate. 

The first meeting of the committee with their chairman was 
given to a discussion concerning the point of view from which 
the survey was to be taken. Each member of the committee was 
asked to submit an outline of points to be observed during the 
coming visit. These outlines, summarized and put into shape by 
the chairman, were used as a general guide during the survey and 
served to make the combining of the final reports a less difficult 
task. It was the consensus of opinion that knowledge per se was 
not the only, nor the highest, purpose of instruction; that the 
method of studying a subject that would aid the pupil in the 
formation of right mental habits and that would give an early 
"set" to character building tendencies was the thing of supreme 
importance. Geography and nature study held in their content 
great possibilities along these lines and to the degree that the 
teacher recognized this and prepared her lessons in accordance 
therewith, was her work to be considered excellent or otherwise. 
The importance of acquiring facts was not to be underestimated, 
but the way in which the pupil arrived at them, whether through 
mechanical memory drill or by "abundant association in chains 
of thought touching industry, commerce and natural law," was 
to be considered. The outlines indicating generally the lines of 
observation were as follows: 

Geogi'aphy Suggestions. 

1. Materials used for strengthening images of pupils: Maps, 
globes, sand tables, models, pictures, slides, books, collections. 



REPORT OF THE SUPERINTENDENT. 137 

etc. Are excursions taken by classes? Are physiographic pro- 
cesses (if any within walking distance of schools utilized? Are 
industries, libraries, museums, greenhouses, etc., similarly sit- 
uated, used? 

2. Organization: 

Teacher — 

a. Plan and preparation. Use of text book. Use of 

material, 
b. Is she too much in evidence? 
c. Do her questions call for isolated facts in answer 
or does she present opportunities for pupils to 
reason? Are casual relations emphasized? Doea 
she approach topic from child's point of view 
— or from her o\sti? 
Pupil- 
Quality of answer, mechanical repetition or interest 

and appreciation of subject. 
Initiative shown in questioning and doing. 

Blackboard drawing, modeling, etc. 
Retention of vital points — showing appreciation of 

values. 
Working knowledge of physical and political geogra- 
phy of countries studied. Spelling and pronuncia- 
tion of geographical terms. Ability to read and 
understand maps — physical and political. 

3. Correlation of geography with other subjects. 

4. When home geography is being studied, is attention given 
to more than place geography? 

5. Are pupils being made aware of conditions — material, 
social and civic, in their own communities? 

Nature Study Suggestions. 

i. In schools visited, how many and what grades are doing 
Anything that can be called nature study? 

2. Is it taught as a separate subject? How correlated? Ma- 
terials use? Does environment furnish materials? 

3. Organization: 

a. Plan, preparation and method of teacher. 

b. Intert^st and initiative of pupils. 

c. How is work done? 

a. Retelling secondhand experience. 

b. Teacher doing the work — pupil observing. 

0. Pupils doing the work, having firsthand ex- 
periences. 



138 PUBLIC SCHOOLS. 

4. Does work ultimate in tangible benefits to school, home 
or community? The expression "tangible benefits" refers to gar- 
dens, window boxes, bird houses, ventilation appliances, thermom- 
eters, tly-traps, electric bells, etc. 

At a subsequent meeting of the committee, in which reports 
were made of work seen during the week, the "Attitude of the vis- 
itor, as a factor affecting the quality of the work observed" was 
discussed. The great danger of seeing only inperfections when 
engaged in the work of criticizing was dwelt upon and the value 
of first considering effort from the constructive standpoint was 
emphasized. It was agreed that teachers and pupils do their best 
work when at ease and assured of the sympathy and co-operation 
of the visitor, and it was decided that, if it could be done without 
interfering with the teacher's own presentation of the subject, 
the visiting guest should enter into the spirit of the class and 
contribute his or her share to the general fund of information, 
or partake in the discussion with the teacher and pupils. 

To our mind, one of the best and most unusual features of this 
unique survey has been the fact that teachers, not overawed by the 
presence of some great expert, have communicated their difficul- 
ties and perplexities freely and have often asked for help that 
was fully accorded them whenever possible. The fact that the 
elementary teachers themselves participated in the survey has 
made it easy for the teacher of the class to ask her visitor in entire 
good faith, "Now, as one teacher to another, tell me candidly 
what you think of this lesson? What are its weak points and 
how can 1 make it better?" 

A class in geography, reciting on the topic of lumbering, had 
a confused idea of the work done in a Northern lumber camp, 
which even the excellent pictures used did not clarify. The 
visitor observing this said, "I was brought up in Manistee, Mich- 
igan, and visited lumber camps frequently during my girlhood. 
Will you let me explain this to you?" Immediately, she became 
one of the class with teacher and children and the information 
imparted was only less important than the spirit of helpfulness 
which converted the dreaded surveyor into the co-operating 
friend. 

In almost every school visited, in conversations held with 
principals and teachers, there was an interchange of helpful sug- 
gestions and ideals, which benefited not only the observed, but the 
observer and gave an impetus to the work, which we feel hopeful 
will be evidenced in the better teaching of these subjects during 
the coming year. One of the visiting principals remarked, "I do 
not know how inucli my visits have helped the classes I inspected, 



REPORT OF THE SUPERINTENDENT. 139 

but of this I am certain, my own school will reap the benefit of 
what I have seen, and geography and nature study will be taught 
during the coming year as never before/' 

In every school good work and poor work were seen. This 
lack of uniformity, while it indicated large freedom on the part 
of the individual teacher, raised the question as to whether some 
intelligent and more specific direction might not, without inhibit- 
ing initiative, improve the general quality of the work. In one 
school, whefe outlines containing minute instructions issued from 
the principal's office, the work, although uniform in character 
in the different rooms, was especially formal and dead in quality. 
How to avoid this, result; how to secure individual, educational 
work, and at the same time preserve the amount of uniformity 
considered necessary in a great system of schools, is the question 
that is not yet answered. 

A practice prevails of allowing pupils to conduct the reci- 
tation by asking one another questions. We have seen this method 
work admirably and to constructive ends when rightly guided 
by the teacher, and we have seen a great deal of time wasted 
when pupils had no perspective of the relative value of the points 
involved and the teacher made no effort to organize the work by 
skillfully interposing questions, which might serve to bring 
the isolated facts into orderly sequence. 

In two sixth grades, side by side in the same school, the 
geography classes were as widely dissimilar in methods of work 
as though they were conducted on different planets. In one the 
woi'k was mechanical repetition of the words of the text, the 
entire attention of the teacher being given to the quality of 
English spoken. In the other, the pupils, alive with interest and 
with a clear recognition of the relative value of the topics under 
consideration, conducted the class themselves. They had pre- 
viously submitted to the teacher the questions they were going 
to ask and she, by suggestion, had brought about some needed 
changes. Pictures, maps, globes, reference books were used freely 
and intelligently by- the pupils and chalk modeling at the board, 
done by the pupil while talking on his subject, all combined to 
make t,his a memorable recitation. 

In a seventh grade class, the subject was Switzerland, a fine 
type of a manufacturing region without coal. A comparison of 
the manufacturing processes in France, Germany, United States 
or Great Britain, with those in Switzerland would have made a 
line topic illustrating casual relations, but no such comparisons 
\yere made. Climate as to altitude only was spoken of — nothing 
about the mndificatinns by storm centers over Germany given 



140 PUBLIC SCHOOLS. 

in the text, and afl'ording such fine work on meteorolog>' when 
enriched by reference to maps in the early part of the geography. 

In fourth grade geography, in the majority of cases, atten- 
tion to place geography only was paid. In one instance, the 
teacher had her own maps of the state and of the school dis- 
trict for pupils to copy. In another class, the better plan was 
followed of having the pupils make a class map. They measured 
the room and spaces and on a black cloth, spread on the floor, drew 
a plat of the room to scale, each child locating his own seat. The 
map of the school yard was made in the same way. Effective 
suggestions on a study of neighborhool conditions might have 
followed, attention being called to streets, housing conditions and 
need of parks. A comparison by means of pictures of better 
neighborhoods, might have proved an incentive to some children 
for bettering conditions in their own neighborhood. 

The above illustrations indicate something of the quality 
of work seen and the kind of comments made upon it- I summar- 
ize below the observations made in common by members of the 
committee : 

Supervision: The supervision of geography and nature study 
by district superintendents and principals was apparently neither 
as close nor as helpful as it was of other subjects in the curric- 
ulum. This was evidenced by the very marked differences ob- 
served in the quality of work done in different rooms of the same 
school and in different schools of the same district. 

Recitations: The majority of recitations heard called for 
mechanical memory work and place geography — to the neglect 
of causal sequence. The working knowledge of political and 
place geography and the spelling of geography terms is good. 

A minority of superior recitations left nothing to be desired 
in plan, purpose and results attained. 

Materials: Political maps were seen everywhere. Physical 
and relief maps were not as numerous and there was a notable 
absence of large globes and sand tables. Picture libraries and 
museums were comparatively few and their intelligent and fre- 
quent use is a matter of question. 

Some excellent work was being done with stereoptieon slides, 
but at necessarily infrequent intervals. Reference books were 
limited both in number and range of selection, and not enough 
geographical readers were in the hands of the pupils. 

Differences in amount of material in different schools were 
very marked, some having quantities, well arranged and effect- 
ively used, while others had practically none. 



REPORT OF THE SUPERINTENDENT. 141 

Excursions: Few excursions of any kind had been taken, 
nor was available geographic material, in the immediate vicinity 
of the school, used to any extent. 

Correlation: In comparatively few cases was geography cor- 
related with history, literature or civics. Its obvious relation to 
nature study was more frequently shown, but in the main, it was 
an isolated topic. 

As a result of observations made upon work during the sur- 
vey, the committee recommends as follows: 

1. That a more helpful supervision of geography and natui'e 
study, emphasizing fundamental educational principles, rather 
than details of method, be given. 

2. That, as far as is possible, the work in geography and 
nature study be departmental. 

3. That an exchange of visits between teachers be provided 
for and encouraged. 

4. That excursions by classes, accompanied by experienced 
teachers, to places of interest connected with these subjects be a 
regularly planned part of the work. 

5. That some systematic plan of collecting, distributing and 
using illustrative material be followed in the schools. 

6. That as far as possible the special training in geography 
and nature study now given in our Teachers College be utilized 
by placing the incoming young teachers where they shall have 
opportunities to use this training. 

7. That attention to home geography be continued in the 
ttfth and sixth grades. 

8. That the closer correlation of geography with history, 
civcs,' literature and other subjects should be made wherever 
possible. 

9. Finally, that a permanent nature study and geographical 
committee be appointed, whose duty it shall be to plat the |5ity 
and its surroundings; show what material can be found; tell 
where and how to reach it and consult with all transportation 
lines, with the view of getting reduced rates and special accommo- 
dations for classes wishing to visit the various sections. A com- 
prehensive excursion plan would be worked out, which would 
open up a new field of investigation for nature study and geog- 
raphy. 

On the Subject of Nature Study. 

The committee reports as follows: 

1. That with a few marked exceptions, nature study in the 
elementary schools is rarely considered a vital part of the school 



142 PUBLIC SCHOOLS. 

curriculum and more rarely still shows any serious attempt at 
presentation in a logical and effective manner. 

2. That the teaching force, however well fitted by training 
or temperament to present the subject, is not able to do the same 
justice because of the limitations surrounding it. 

3. That the materials and equipment, including permanent 
collections, window boxes, wardian cases, garden facilities in 
summer, and rooms continuously warm in winter, books, pictures 
and other accessories are wholly inadequate for a reasonable 
presentation. 

4. That, in short, the idea does not prevail that nature study 
is a means of cultivating clear and correct observation and ability 
to correlate cause and effect, of inducing logical reasoning, of 
keeping alive the inherent love of the esthetic, of appealing to 
all that is best and most elevating in our nature. 

We recommend, as a result of our findings: 

1. That the subject be given a position commensurate with 
its vital, economic and educational importance. 

2. That it be taught as far as possible departmentally and 
by those specially fitted by training and interest. 

3. That those teaching the subject be given opportunity 
to visit such schools as take an enthusiastic interest in the study. 

4. That sufficient materials and equipment be j»rovided, in- 
cluding garden facilities in summer, and room or rooms con- 
tinuously warm in winter, to insure a gi'owth in plants that will 
encourage teachers and pupils to persistent effort in their cul- 
tivation. 

5. That nature study throughout the grades correlate with 
and enrich geography in planting and caring for plots of cereals, 
fiber plants, and forage crops; making expeditions to park flower 
gardens, nurseries and nearby truck farms; observing weather 
conditions and seasonal changes; and studying electricity and me- 
chanical forces in their relations to problems of commercial and 
industrial life. 

6. That the economic activities of the city be utilized in 
their relations to human welfare and their vocational oppor- 
tunities. Among these activities are the great city parks; the 
great truck gardens surrounding the city; the conservatories of 
the parks; the commercial greenhouses; and many model private 
grounds — each adding its testimony to the fact that there are 
abundant and beckoning opportunities for the florist, fruit grower, 
farmer, dairyman, forester, landscape gardener, commercial 
grower of vegetables afield or in the greenhouse, head gardeners, 
farm superintendents, and a host more that will relieve the 



REPORT OF THE SUPERINTENDENT. 143 

cities of their floating, menacing population, increase the pro- 
ductive resources, and purify in many ways the body social and 
politic. 

Kate S. Kellogg, Chairman. 

Elementary Schools. 

Harry T. Baker, 

Principal, Fiske School. 
Eleanor Gull, 

Teacher, Farragut School. 
Eleanor Hampton, 

Teacher, Albany Ave. School. 
Thomas G. M. Jamieson, 

Principal, Goudy School. 
Orris J. Milliken, 

Principal, Worthy School. 
Anna Pyne, 

Teacher, Pickard School. 
Arthur 0. Rape, 

Principal, Ray School. 
Sara G. Rochford, 

Teacher, Hedges School. 
Edith P. Shepherd, 

Principal, Warren School. 



High School. 



Herman S. Pepoon, 

Teacher, Lake View High 
School. 



144 PUBLIC SCHCX)LS. 



HISTORY. 

Outline for the Committee on Elementary Schools with Summary 
of Reports from Seventy-two Schools, 

Is there an organization of the celebrations in connection with 
the patriotic holidays, which results in a knowledge of History? 
Yes, 53; No, 19. 

Which holiday is singled out for emphasis? 

Are the patriotic songs a means of cultivating a love of coun- 
try? 

Are the patriotic poems memorized by classes or by individ- 
uals? 

Has the school a collection of historical pictures? 

Are any of the decorative pictures historical in character? 

Has anything in the way of Pageant been organized? If 
so, note its character. 

Is there a well selected supply of supplementary reading ma- 
terial? Yes, 50; No, 22. 

Has the school a supply of library books bearing on History? 
Yes, 29; No, 43. 

Does the school make use of the facilities offered by the 
Public Library? Yes, 43; No, 29. By the Historical Society? 

Is the principle of the three text book plan recognized? Yes, 
61; No, 11. 

A list of patriotic poems suitable for different grades. 

Some of the best supplementary readers bearing on History. 

Some of the most suitable library books presenting historical 
material. 

Is training for civic responsibility manifest? Yes, 60; No, 
12. 

Did the registration of the mothers bring out the necessity 
and advantage of naturalization for foreign born people? Yes, 43; 
No, 29. Several of these 29 schools are American. 

The recitation in History : 

1. Was it inclined to be formal or memoriter? Yes, 19; 
No, 48. 



REPORT OF THE SUPERINTENDENT. 145 

2. Did the teacher depend upon volunteers? 

3. Did the recitation develop "initiative"? 

4. Were I'ormal written tests in evidence? 

5. Did tlie lesson lead into questions ol' the day? 
G. Did it start with a question of the day? 

/. Was there evidence oi organization on the part oi the 
teacher? On the part of the children? Yes, 58; iNo, 14. 

The leading aims in history teaching are to secure apprecia- 
tion on the part of the children of the hardships of the pioneers, 
to build up ideals of leadership, and to enable the young citizens 
to regulate their own conduct for the good of the community. The 
nature of this work renders it inadvisable to arrange a scale of 
measurements such as is used in determining efficiency in pen- 
manship, spelling and mathematics. 

"Doubtless we think with only a small part of our 
past, but it is with our entire past, including the original 
bent of our soul, that we desire, will and act. Our past, 
then, as a whole, is made manifest to us in its impulse; 
it is felt in the form of tendency, although a small part 
of it only is known in the form of idea." 

The younger children must get a great deal of the historical 
past from incident, story and biography. As the children move 
on in the grades, reading and discussion must ever be the methods 
of advance. The young soul, feeling the impulse of Columbus' 
persistence, George Washington's triumph over difficulties, Abra- 
ham Lincoln's spirit of justice, is gathering a past whose ultimate 
future cannot be measured ty a finite committee. 

A committee of eight members and the chairman have vis- 
ited seventy- four elementary schools; a committee, consisting of 
seventeen members and the chairman, have visited the twenty- 
one high schools. In every case, the vistors have been received 
with marked courtesy, and every effort has been made to give 
them an adequate idea of the actual work done. Both committees 
have considered first, the equipment of each school for instruction 
in history and training in civics; second, the appreciation of the 
objects of the study and training, and the degree of efficiency 
secured by means of the equipment at hand. Meager equipment 
has not always been found to interfere with success. 

The belief of the school people in the value of arousing the 
emotions is so strong that but a single principal considered the 



146 PUBLIC SCHOOLS. 

patriotic celebrations empty. In many of the scliools, tlie celebra- 
tion for each of the patriotic holidays is prepared; it takes place 
on the day preceding the holiday and is colored by the nature 
of the patriotic day. The upper grade children are responsible 
for one hour and the lower grade children for another. In some 
schools this work has been so organized that the preparation does 
not fall heavily upon any one teacher, nor are the children of 
all the school frequently diverted from their regular work. The 
element of expectation and subsequent surprise for the ones who 
are to act as audience is a wonderful incentive to those who take 
part. Where the setting of the historical event makes it vivid 
and concrete, the impressions are lasting. Dramatization, pageant, 
song and recitation lend themselves to this phase of history work. 
In a few of the schools, the visits happened on the regular assem- 
bly days. The assembly songs were well rendered; many of the 
classes and individuals were prepared with recitations, including 
the flag salute, the civic creed, the Gettysburg Speech and patriotic 
poems. The opportunity for the principal or some visitor to bring 
before these children their civic duties was improved. 

Dramatization and pageant are not general. Where these 
means have been used the results pay for all the time occupied. 
The explorers, our American pioneers, our Indians and our patriots 
took part in scenes that appeal to the imagination and strengthen 
the purpose. One teacher prizes the dramatization because it 
enables her to secure team work from the children, who see a 
unified whole, in which every child has had an opportunity to take 
part. The excursion to the library and to magazines, the study 
of pictures in order that the costumes may be fitting, the imper- 
sonation of the heroes, all contribute to the historical feeling and 
to the historical knowledge of the children. The home resourcea 
that are discovered on the occasion of a pageant tend to enlist the 
interest and sympathies of the parents. Indian baskets, bows and 
arrows, a tomahawk, leggings, a buffalo robe, articles which have 
been prized by older members of the family, are pressed into 
service, and the pride of the contributors enters into the success 
of the play. A sixth grade class began, in the presence of a visitor, 
the preparation for a dramatization of the life of La Salle. The 
children were asked to plan the successive scenes, naming the per- 
sons who should appear and telling what they would say. The 
place of each meeting and the surroundings were debated with 
energy and interest. The children referred constantly to their 
texts. There was no difficulty in regard to their understanding 
the language, for a misinterpretation was immediately corrected 
by some zealous member of the class. La Salle as a teacher gave 



REPORT OF THE SUPERINTENDENT. 147 

opportunity for a number of liis pupils to take part; La Salle 
at court gave promise of a brilliant scene, in which it was evident 
that the class had decided upon the royal actors. The teacher 
of this class had previously dramatized Washington's return from 
a visit to the forts, and also an Indian legend. For the latter, 
another teacher had composed appropriate music. The LaSalle 
dramatization promises an amount of history reading and investi- 
gation that will be exceedingly profitable to all concerned. 

In some schools the decorative pictures for the corridors 
and walls have among them a liberal sprinkling of those of a 
decidedly historical character. Betsy Ross, the Pilgrims going to 
Church, Priscilla and John Alden, the Spirit of '76, the Surrender 
of Cornwallis, Lincoln with his Cabinet, Scenes in Congress, pic- 
tures of the Capitol and of other public buildings in Washington, 
all tend to dignify the knowledge of national life. In some schools 
a fine collection of stereoscopic pictures plays an important part; 
many teachers have had the children make collections of historical 
pictures which have appeared in magazines and in newspapers. 
The children in many cases prepare the talk beforehand and 
come able to give the stereopticon lecture. 

An appreciation of the cartoons gives evidence of a consider- 
able knowledge of history and historical literature. "Hit the Apple, 
Save the Boy" met with an immediate response of the story of 
William Tell. 

The Daughters of the American Revolution have from time to 
time placed pictures and statuettes in the public schools. Thir- 
teen copies of the Minute Man and seventeen of George Rogers 
Clark have been given to schools. The presentation of the George 
Rogers Clark statue has in each instance given a decided impetus 
to the study of the part taken by this hero in the early history of 
the country. 

No feature of the work in the upper grades has elicited more 
discussion than the use of three text books; no feature has re- 
sulted in greater progress for children and teachers. It is not 
possible for a class which has used intelligently the three text 
books to recite in a formal, memoriter style. The inclination to 
do this is turned by some child who has read a different presen- 
tation in his own book or in one of the numerous texts at hand. 
The natural consequence is that the children are not satisfied even 
with the three books. They are enthusiastic borrowers from the 
Public Library; they contribute incident and story. One sixth 
grade foreign boy announced, wilh considerable pride, that he has 
seven history books at home; he had identified himself with George 
Washington. In some schools the teachers considered the multiple 



148 PUBLIC SCHOOLS. 

text book plan the only way to get good results in history; the 
ability of their children to use books and to become independent in 
thinking is marked. The three text book plan has not always had 
a fair opportunity. Where the teacher borrows from an adjoining 
room, so that all the children may use the one text book, the 
principle of the three book plan is violated; where books are 
borrowed so that all the children may use the different books, the 
response justifies the experiment. The formal recitation of the 
children betrays the narrowing to a single text, even when the 
three text books are distributed around the class; child after child 
repeats a statement in the words of the favored book. 

In the eighth grade and in the high school, the training and 
development of the reasoning faculties should be added to the aims 
of history teaching in the preliminary grades. The power to weigh 
and consider, the judicial attitude of mind, the ability to investi- 
gate and even suspend judgment for a time, should be secured 
from the adequate teaching of history. The use of a number of 
texts is absolutely essential to the carrying out of this important 
aim. 

In some schools the wise expenditure of the supplementary 
reading money has provided a liberal supply of reading matter 
which is available for work in history. In other cases, a small 
but well selected stock serves an excellent purpose. The text 
books in reading afford excellent material in history. The account 
of the Easter Egg Rolling in Washington found in the Primer 
locates definitely the seat of the Federal Government. The First 
Reader gives George Washington and the Flag. In the Second 
Reader there are eight history selections; in the Third, four; the 
Fourth Reader presents thirteen? prose selections and four poems: 
in the Fifth Reader there are'6ver thirty selections which bear 
directly upon history. Lucretia's Experience with the Red Goats, 
the Blue and the Gray, and the Perfect Tribute are all definite in 
time and place with children in certain classes. How the members 
of other classes have read these selections without realizing thf 
historical part of them is a mystery. 

The Public Library has proved a valuable adjunct. The 
teacher is at liberty to make a selection in the month of August. 
She receives fifty books which remain with her children for an 
extended period. Then this set is exchanged for another. Teachers 
who are desirous of having history material are accommodated so 
far as the limited resources of the Library permit. The Historical 
Society affords opportunities which no young people can afford 
to miss. The collection of material bearing on the history of 
Chicago and the lectures which have been offered have drawn 



REPORT OF THE SUPERINTENDENT. 149 

many childien to the building. In classes wliere the delegates 
return and give an account of their visit, the children are inter- 
ested and helped. 

So mucii of history is presented in the patriotic poems that 
more of them should be included in the poems to be memorized. 
Their literary flavor is highly desirable. They lend themselves 
to the concert recitation. Children who would be shy about recit- 
ing alone are encouraged to memorize and recite with a class. 

There is a considerable degree of training along civic lines. 
The flag salute and the civic creed are good material for memoriz- 
ing. Through the study of the activities of the policeman, the 
fireman, the postman, the President, the children become familiar 
with the City and Federal governments. Springfield and the move- 
ments of the Governor bring before them something of the State 
organization. The county organization is known to comparatively 
few, although our County institutions are prominent. The special 
interest of principal or teacher in the Park System sometimes en- 
lists the interest of the children. Studies of the baker, the milk- 
man, the builders, furnish rich educational material and inspire 
respect for useful labor. There is a very general effort to have 
the children feel their responsibility for obedience to law. Through 
the consideration of Woman Suffrage, the facts in regard to natu- 
ralization and its benefits were fully discussed. Citizenship means 
not only power to vote but also admission to sundry occupations 
sufficiently honorable to be reserved for native born or naturalized 
citizens. The dignity with which the children discuss this subject 
which comes so close to their mothers and gives these mothers a 
privilege equal to that enjoyed by the highest lady in the State, 
makes for democracy. In most cases the discussion of naturaliza- 
tion took place in the eighth grade class, but the visitor found one 
sixth grade in which every problem of naturalization that pertains 
to the children in the room had been satisfactorily solved. 

At no time is technique valuable unless it is to be used. Nev- 
ertheless, we still find classes laboring to commit to memory the 
movements of forces in the Civil War, which ended nearly fifty 
years ago. It is needless to say that forces would never again be 
moved as they were in those momentous four years. The improve- 
ments and inventions of fifty years have changed the face of war- 
fare, as well as the employments of peace- Incident and story, 
rather than technique make the events of that time real. The 
children who read about "Jo's Sacrifice" want to know more of the 
sufferings of the soldiers. Lincoln's clemency to the young sol- 
dier who slept at his post means more than the number killed and 
wounded in a battle. It does not speak well for the respect due 



150 PUBLIC SCHOOLS. 

these fifty productive years to find the campaign maps and the 
minute detail of the movement of detachments of troops occupy- 
the center of attention. An eighth grade teacher rema,rked to her 
class that during the fifteen years following the Civil War, federal 
legislation bore largely upon matters that pertained to the war, 
but that after that date there was a complete change. The res- 
toration to the southern states of their right to regulate their 
internal affairs, the establishment of Civil Service, labor legis- 
laion, combinations of capital, the expansion of the country, sani- 
tation, the movement into the far East, all carry a living interest. 

One does not expect the children in the first six grades to 
present related history; but many of the classes in fifth and sixth 
grades are in possession of the essential facts in American His- 
tory; the characters appear in the right place, engaged in the his- 
torically correct act. Proper organization would secure as much 
in any school. Failure to make use of the patriotic poems and 
lack of organization to insure a background for the connected 
work in eighth grade are the weaknesses of the lower grades. 
The failure to recognize the living events of the half century 
following the Civil War results in deadening the enthusiasm which 
many of the children bring from the lower grades. Initiative is 
not developed by consideration of the minute details of the battle 
field. 

The schools fail to recognize the Chicago Flag. Some evi- 
dence of the existence of the city as a civic organization sould be 
presented to the children. 

HIGH SCHOOLS. 

Ancient History, Medieval History, History of Modern Europe, 
English History, United States History. 

Do the High School pupils approach the study of History with 
the advance in power which should reasonably be expected? 

To what extent is the study one of isolated facts? 

To what extent does it trace the development of the freedom 
of mankind? 

To what extent does it make for good citizenship? 

Are questions concerning such subjects as those listed below 
connected with the discussion of he history? 

Industrial Development, Child Labor, Naturalization, Suffrage 
for Women, States Rights, Laws regarding the Holding of Land by 
Aliens. 

To what extent do the pupils make use of Histories other 
than the required text? 

Is collateral reading evident? 



REPORT OF THE SUPERINTENDENT. 151 

Are pictures and other illustrative material used? 

Is the Public Library used for History uiaterial? 

Are the pupils familiar with the work of the Historical So- 
ciety? 

Is the English of the recitation clear, dignilied, connected? 

The high schools were visited by sub-committees of two or 
three members who unite in testifying to a preparation of the 
teachers, which indicates deep study and broad reading. 

The sub-committees dill'er radically in their reports of the 
power of the young people in approaching their history work. 
The visitors in six high schools commend the advance as fully 
equal to expectation; indeed, they unite in saying that it was a 
revelation to them to see the earnestness, the ability and the indus- 
try of the young men and women who make up our high school 
of to-day, our city and country of to-morrow. 

Though there was no formal effort to trace the development 
of the freedom of mankind, the connection between past and pres- 
ent was made so plain that no child could fail to see the steps 
by which man has climbed to his present position. The same vir- 
tues and vices were discovered in the ancient Roman, the medieval 
Slav, the conservative Englishman, the modern American. No pupil 
who has passed through the experiences with these faithful, intel- 
ligent teachers can fail to become broader, better and more intelli- 
gent. 

Evidence of collateral reading was shown in the recitation. 
Papers on special topics showed industrious research; intelligent 
assimilation of facts not in the text book was evident. 

Where teachers and pupils expressed themselves clearly and 
concisely, it was a joy to listen to the well chosen sentences pre- 
sented by modulated youthful voices; the quick, kindly correction 
followed the error in fact or form. In one high school, where 
"cradle English" has not entirely disappeared, careful pronuncia- 
tion and correct English were demanded, with gratifying response. 

In six other high schools, thine was little evidence of collateral 
reading; in some cases, comparatively few members of the class 
had made the preparation of the lesson which the subject demands. 
Nor did the pupils approach the study of history with the advance 
in power which one would expect; they were interested in the 
recitation and appreciated the presentation made by the teacher, 
but did not impress the visitors as students. 

The reports from the remaining nine high schools commended 
some classes and presented faults seen in others. The members of 
the committee are convinced that the differences arise in part from 
the elective position of history. Where young people of a single 



152 PUBLIC SCHOOLS. 

year are working in a class, the results are markedly better than 
where the class includes people from the second, third and fourth 
years. Under the less favored condition, the less mature do not 
reach out and grasp the situation as well as the seniors do; the 
younger children are deterred from expressing themselves as fully 
as they would if they did not have the broader expression of the 
older children to measure up with. Classes in United States History 
seem to merit most of the criticism along these lines; the novelty 
or story interest does not exist, and the mixed classes do not en- 
courage an organization of material suitable for the older people. 
The classes in industrial history meet with very general approval. 
The subject is practical and the facts are viewed from a new angle. 
It would seem possible to omit a review of United States History 
as a study of facts too greatly resembling the work of the eighth 
grade; the same time spent on industrial history would hold the 
attention and give opportunity for the use of the knowledge 
already acquired. 

The study of history and civics contributes decidedly to good 
citizenship. In one school the young people were receiving very 
defmite instruction in regard to the various elections which take 
place in Chicago. Their dates, the nomination of the candidates 
and other matters of practical politics were discussed fully and 
freely, without partisan bias. The officers for whom women may 
vote were distinguished from the constitutional officers and the 
resulting limitations of suffrage were well brought out. It is worthy 
of note that this work was done in a class composed entirely of 
seniors; the recitations were connected and dignified. This school 
is in possession of a good historical library; a teacher specializes 
in history and civics. She keeps in touch with the outside agencies, 
which give her information and training; the good results are evi- 
dent. 

In the majoi'ity of high schools the lack of pictures and other 
illustrative material is noticeable. Where such material exists 
it seems to be supplied by the teacher and it is highly appreciated. 
There is little use of the Public Library and no interest in the 
Historical Society. The teachers explained these conditions by 
stating that the young people are obliged to devote so much time 
to the other studies that they have but little left for history. 
The material presented is well related and in many cases con- 
nected definitely with the questions of the day. Immigration, indus- 
trial developmnt, naturalization, child labor, suffrage for women, 
states rights, laws regarding the holding of land by aliens, the 
initiative and the referendum, the commission form of government 
for cities were discussed in different classes. 



REPORT OF THE SUPERINTENDENT. 153 

While but two cases of lack of preparation on the part of 
teachers were observed, the visitors noted a tendency to the col- 
lege lecture system. The question and answer recitation has not 
been entirely eliminated. The committee unites in recommending 
that the topical recitation be more generally used. May it not 
be well for teachers generally to consider whether they are in 
the habit of stating the answer and demanding that the pupils 
merely pass an opinion upon the statement by saying yes or no? 
In a recitation on the life and times of Lincoln, the teacher gave 
much information concerning a certain speech, but did not 
produce the speech or direct the children to a book containing 
this speech. Cultivation of the student attitude would require 
some research necessary to first hand acquaintance with the docu- 
ment. In one of the highly commended high schools, impersona- 
tion is a favorite method of making the history work vivid. The 
students enter into the character, using literature, picture, song 
and story as accessories. Each prepares his owti expression of 
what he conceives to be the person under stress. The value to 
the English is quite as great as that to the history. Some of the 
appeals, explanations and soliloquies were moving. In this work, 
the historical novels find their place; the charm of romance holds 
the attention of the young people and the literary style is to be 
preferred to that of any text-book. Some of the elementary schools 
contributing to this particular high school begin the impersonation 
work in the eighth grade; the elementary teachers are gratified 
to see the work extended and developed in the high school. 

In but one class did the pupils seem to be availing themselves 
of the opportunity to use more than one text. The power to weigh 
and consider can be cultivated in no surer way than by the com- 
parison of statements found in the various texts; moreover, this 
method of handling history gives the teacher the opportunity to 
eliminate the non-essentials. There is no subject which can be 
expected to lead more surely into an understanding of civic and 
national conditions. Comparatively few people read even the 
leading editorials which help to shape public opinion or reflect 
its course; may we not charge this lack in part to the habit of 
the history class of getting its information from one book, from 
the teacher or from a few devoted members of the class, rather 
than from the more stirring exercise of the faculties? People who 
read, mark, learn and inwardly digest the valuable material of his- 
tory, possess an advantage not easily wrested from them. The 
public mind needs historical consciousness, breeding a spirit of 
patriotism out of which healthful social activities may grow, be- 



154 PUBLIC SCHOOLS. 

getting a habit of recognizing institutions in the process of devel- 
opment rather than as static and final. 

Gertrude E. English. Chairman. 

Elementary Schools. 

Evelyn M. Favor, 

Teacher, Beale School. 
Mary B. Livingston, 

Head Asst., Farren School. 
Emma B. Lowell, 

Teacher, Madison School. 
E. L. C. Morse, 

Principal, Phil Sheridan 

School. 
Albertine J, Olson, 

Head Asst., Sherman School. 
LiNA E. Troendle, 

Principal, Agassiz School. 
James E. Welsh, 

Principal, Garfield School. 
Jaroslav J. Zmrhal, 

Principal, Herzl School. 

High Schools. 

Phebe a. Hurlbut, 

Teacher, McPherson School. 
Robert G. Jeffrey, 

Principal, Sawyer Av. School. 
John A. Johnson, 

Principal, Mark Sheridan 

School. 
Alice T. Keary, 

Head Asst., Seward School. 
Daniel R. Martin, 

Principal, Pullman School. 
James W. McGinnis. 

Principal, Holmes School. 
John B. MgGinty, 

Principal. Parkman School. 
Agnes MgTlhon. 

Head Ass t.. Ravenswood 

School. 
Visa McLaughlin, 

Principal, Sexton School. 



report of the superintendent. 165 

Emma B. Motschman, 

Head Asst., Schneider School. 
Anna F. Mullay, 

Principal, Sullivan School. 
Belle B. Murphy, 

Principal, Schiller School. 
Flora V. Renaud, 

Principal, Clay School. 
Simeon V. Robbins, 

Principal, Hayes School. 
Helen R. Ryan, 

Principal, Trumbull School. 

INGER M. SCHJOLDAGER, 

Principal, Adams School. 
Sara M. Wright, 
"^ Head Asst., Fulton School. 



156 PUBLIC SCHOOLS. 



GERMAN. 

Plan of the Inquiry. 

The large number of schools offering German, and the email 
membership of the committee precluded visits to all classes in the 
subject. The committee was separated into two sub-committees, 
who visited twenty-two elementary and nine high schools. Schools 
were selected at random, except that care was taken that they 
be rather evenly distributed over the city and that children of 
different nationalities and diverse conditions of home life might 
be obsei*\'ed. 

Elementary Schools, 

Extent to Which German Is Offered. 

German classes exist in approximately forty per cent of the 
elementary schools. By far the larger number of classes are in 
the North Side schools, a section where Germans and people of 
German descent live in considerably larger proportion than else- 
where in the city. 

Proportion of Children Studying German. 

No attempt was made to secure precise figures covering the 
extent to which the subject is studied. The rules of the Board 
of Education provide that classes in German are to be formed in 
a school when the parents of as many as fifty children, in writing 
request the subject; and the course of study provides for the sub- 
ject in grades five, six. seven and eight as an elective under the 
conditions mentioned. Under the operation of these provisions 
practically all children, whose parents wish, are able to study 
German. In schools where no especial effort is made to direct at- 
tention to the subject, where it is regarded merely as any other 
subject in the curricTiIum, the proportion of children in the 
grammar grades found in (Terman classes varies from one-third 
to two-thirds. One-half would perhaps be the general average of 
all elementary schools offering the subject. 

Ck>Dditions Affecting the Formation of Elementary Classes in 

German, 

It seems that the number of children electing German in 
any particular school depends very largely upon the attitude of 



REPORT OF THE SUPERINTENDENT. 157 

the principal, even in German communities. Under the rules for 
the formation of classes, in some large schools but few more 
than the number required are studying the subject; whereas in 
others practically all children eligible do so. Many principals 
do not favor German classes in their schools. In a few schools, 
however, so much enthusiasm for the subject is manifested on 
the part of principals or of teachers that there has been active 
propaganda in the community seeking to interest parents and 
pupils in the subject. Curiously all cases of this sort observed 
are in non-German communities and in schools with non-German 
principals. It appears in a general way, that wherever the prin- 
cipal enthusiastically favors the subject there is no difficulty in 
forming classes, except possibly in small schools. 

The reason most frequently assigned by principals in making 
objection to the formation of German classes in their schools is 
that such special classes interfere seriously with an effective or- 
ganization, unless the departmental plan is followed without de- 
viation throughout the grammar grades. Such a complete de- 
partmental plan is followed in very few of our schools, and even 
where it is, a difficulty remains if any considerable number of 
children are excepted from the study of the special subject. In 
two schools where the complete departmental plan is followed, 
the principals have been able to work out an organization satis- 
factory to themselves. Most other principals interviewed stated 
that they had been unable to evolve plans which did not in some 
way seriously affect conditions at their schools. Under these cir- 
cumstances it seems desirable that a special study be made of the 
situation with a view to finding a remedy. While not prepared to 
propose any plan looking to the attainment of this purpose, it 
may be pointed out that there was little complaint on this score 
under conditions at one time prevailing in the school system, 
when this subject was handled somewhat after the present man- 
ner of the special classes in manual and domestic arts. 

A further reason frequently assigned in objection to German 
in the elementary schools is that many, if not most children in 
non-German communities at any rate, persuade their parents to 
make the necessary request; and that in such cases the child's 
interest springs out of the novelty of a new subject and an essen- 
tially different mode of presentation, frequently coupled with a 
supposition that the subject will be less difficult than others al- 
ready studied. It was pointed out that in certain districts many 
of the children selecting German are retarded in one or more sub- 
jects — not infrequently in all subjects; and that where there is 
such retardation it almost invariably occurs in the English sub- 



158 PUBLIC SCHOOLS. 

jecfes to an extent making it imisortant tliat the children devote 
all possible time to the language of the land. This is particu- 
larly true in communities where a large proportion of the chil- 
dren attend parochial schools, especially when they are conducted 
wholly or in part in a language other than English. 

It seems to the committee that in communities where such 
conditions prevail, and even where private and parochial schools 
do not generally hold the children for several years before they 
enter the public schools, but where nevertheless practically all 
the children live in homes where English is a strange language, 
there should be the greatest possible emphasis upon the English 
language. There should be provision allowing a certain latitude 
in such cases, so that principals might be permitted to take into 
consideration the needs of a community still in the "melting pot" 
stage as well as the imperfectly considered desires. 

As might be expected, a larger proportion of children in the 
lower grammar grades study German than do so in the upper 
grades. It is also true that children beginning the study of the 
subject in the fifth grade usually prefer to continue it to the end 
of their elementary school life. The decrease occurs for the 
most part, therefore, by reason of children transferring from 
schools having German classes to those not having them. The 
places of such transferred children are often taken by other chil- 
dren from schools not teaching the subject. The result is that in the 
eighth grade the percentage of German pupils is noticeably 
smaller than in the lower grades. It has happened that classes 
in German have been begun a considerable time after the opening 
of a semester, with a resulting serious disturbance of the school 
organization for a considerable period. The proper time, from 
all considerations of efficiency, for the forming of classes in this, 
as well as other subjects, is when the school is organized for the 
semester. There have been instances also where classes in Ger- 
man have been opened, only to be closed the next semester or the 
next year because of insufficient requests for the subject. Ob- 
viously it is better under such circumstances that the classes 
should have remained unorganized in the first place. 

Purpose Manifest in Teaching German. 

In practically all elementary schools visited the manifest aim 
of the teacher, and of the school in presenting the subject, is con- 
versational power. This, of course, involves the cultural motive. 
It may, and in the minds of the teachers, does look toward the 
utilitarian, that is, the acquisition of a language as a practical 
asset. The children themselves indicate that they regard the 



REPORT OF THE SUPERINTENDENT. 159 

language about equally important either as an accompusnment or 
AS a practical aid in commercial life. Teachers appepj" in most 
cases not to have considereti the motive as such, but practically all 
of them teach the subject conversationally and emphasize con- 
versational power, and therefore are working toward a practical 
»nd. Incidentally, of course, culture results, 'as does all culture, 
is a by-product. 

Teachers. 

Teachers of German are found to be well prepared for their 
work, are enthusiastic, interesting and effective. Only rarely 
was one found careless in the use of language in her own speech, 
"^he sense of the committee is that German is taught as well as 
the best taught general sub.iocts. 

Methods of Teaching. 

In the elementary schools there is little variation in the gen- 
eral method of presenting the language. All teachers make a 
practice of conducting the recitations in German. In some 
classes not a word of English is heard, although most usually there 
is allowed a limited amount of English speaking to make connec- 
tion between the two languages. The learning a language by using 
it, rather than hy studying about it from books, seems to be the 
rational way, and certainly it is proving effective. The acting 
of sentences suggested by questions or by the exhibition of sub- 
jects, the dramatization of little stories, the singing of action 
songs — all these expedients are very generally employed and are 
surprisingly effective in quickly giving the children a grasp and 
use of the language sufficient to understand what goes on in the 
recitation. A single semester appears usually sufficient for the 
acquisition of powder to carry on a conversation of some range 
on subjects of immediate child interest. 

The main effort in beginners' classes seems to be to get a 
vocabulary, mainly of nouns, verbs and adjectives, through illus- 
trative activities. The best teachers use collections of articles, 
some of them in miniature or toy form, associated with the daily 
life of the children, and are well provided with pictures illustra- 
tive of child life. The fully equipped doll house is frequently in 
use. One of the most interesting and interested classes is that of 
a teacher especially gifted in drawing. She makes a practice of 
illustrating activities by blackboard sketches, to the delight of 
the children as well as to their rapid advancement. Occasionally 
in other classes children are encouraged to make illustrative 
sketches. Both those expedients are worth imitating. 



160 PUBLIC SCHOOLS. 

Little attention is given in tiie lower grammar grades to the 
technical aspects of the language. The first end is power of un- 
derstanding and expressing orally, in approximate accordance 
with usage, simple ideas suggested by child interests. Soon after- 
ward the printed word is used to acquire ideas from the book. A 
little wi'iting is sometimes done at this stage, although this form 
of expression receives but little attention until later, if at all. 
Nearly all teachers are careful to correct errors of usage as they 
occur, and some occasionally direct attention to the idiom or 
technical fact involved. This is a practice that all teachers in all 
subjects might well copy. 

In the higher grammar grades there is increasing attention 
to the accepted language forms and usage, though with few excep- 
tions the teachers continue to emphasize correct expression rather 
than acquisition of tabulated etymological forms or syntactical 
rules. The idea appears to be that the child should acquire inci- 
dentally such generalizations and established forms as may be 
especially helpful in expression. At any rate the elementary 
school child receives instruction in technical German grammar 
in harmless amounts. 

At one school, where in the main the customary method is 
followed, there is a distinct effort to make the study of German 
cultural to a very unusual degree. As soon as the children have 
acquired a little facility in understanding the printed page and 
in expression, material of a distinctly literary flavor is used 
freely. By the time these children complete eighth grade they 
seem to be well on the way to an appreciation of what is good 
in German literature. They not only understand well what they 
read, and speak with some freedom on subjects of immediate 
interest, but are also, with some aid from teachers, to com- 
pose and act little dramas illustrative of German history and lit- 
erature. 

Dramatization is now recognized as an important help in 
expression. It should be pointed out, however, that to be effect- 
ive the dramatization must provide that every child in a class 
shall take part in the representation. Otherwise there is little 
benefit to any except the small number who are likely to be 
selected for a given dramatization because of special interest or 
gift in that direction. Likewise it may be pointed out that 
concert recitations, occasionally found, while doubtless helpful in 
beginners' classes to a limited extent, are nevertheless discredited 
and belong to the educational scrap heap. The rote song singing, 
and study of the words of the songs preparatory to the singing, 
might well be about the extent of concert language work. 



REPORT OF THE SUPERINTENDENT. 161 



Writing the Language. 

It has been mentioned that comparatively little attention is 
given to written expression in German in the elementary schools. 
A few classes were seen where the children could express them- 
selves with freedom, ease, and beauty, in German script. In view 
of the rapid movement toward the use of the Roman letter, it may 
be questioned if it be desirable to give time to learning to write 
the German script. If, however, this is done, it is desirable that 
the same attention be given to the technics of writing as is ex- 
pected to be given to written English. It seems that expression, 
whether in Roman or German script, may well bo limited, as is 
now done, so that the empbasis may continue to be upon oral 
expression. 

Problems of the Non- German Child Studying the Language. 

All children, regardless of the language spoken at home, 
seem able to acquire facility sufficient to carry on little conversa- 
tions in a surprisingly short time. A difficulty facing the non- 
German child is the mastering of the new language sounds, those 
not found in English or the other languages familiar to the public 
school child. This difficulty, however, does not seem very serious. 
A greater one is that of acquiring correct forms of expression. 
The same difficulty is met in teaching English and every other 
language, and apparently is no greater than that of average Eng- 
lish speaking children in acquiring correct forms in that language 
when these are not habitually used at home and among their asso- 
ciates. 

Re-sults. 

The criticism most frequently heard upon the teaching of 
modern languages is that, in the time allotted, a pupil cannot 
acquire a valuable speaking knowledge, which is the primary pur- 
pose of learning the language; and that unless he can acquire a 
facility of speech, the time would better be devoted to some study 
more developmental where there would be a definite and usable 
cultural product. It seems to the committee that where pupils 
have had the full four years of German they do acquire a satisfac- 
tory facility in speech and understanding, at least when convers- 
ing on subjects of immediate child interest. It does not seem 
that the elementary school needs to go beyond that with the aver- 
age child. It is observed, however, that in many cases the fourth 
year children, even those who have no home or community at- 
mosphere encouraging t« the use of the language, have acquired 



162 PUBLIC SCHOOLS. 

sufficient power to carry on intelligent conversations on subjects 
within their range, and even are able to think in German. When 
the child leaves school, if he comes into such an atmosphere, that 
is, if he is situated so as to be able to make considerable use of 
what German he has acquired in elementary school, he very soon 
becomes quite proficient in its use. It is then largely a matter of 
acquiring a larger vocabulary. Of course he is not founded in 
technical grammar, and easily falls into the vernacular, just as 
young people ordinarily do in speaking English. 

In some elementary schools there is such a diminution of tlie 
number of children continuing in the upper grades and carrying 
through the study of German, that it seems doubtful if the re- 
sulting good overbalances the difficulties in organization and the 
time thus practically lost to pupils dropping out. Unless a child 
can continue the subject through at least three of the four years 
it would be better that he did not take up the subject at all, and 
that provision be made to limit, so far as such contingency can be 
foreseen, the choosing of the subject to children reasonably sure 
to complete the elementary course. 

German in High Schools. 

German is offered in all high schools. In the general and 
composite high schools approximately forty per cent of the pupils 
studying any modern language elect German, and this proportion 
remains nearly constant throughout the four years. Those 
who have studied German in elementary school are nearly always 
able to take advanced standing in the subject— usually second 
year, and occasionally beyond that even. 
Aims and Methods. 

In the high schools there was found some divergence in the 
aims in teaching German. For the most part the purpose ap- 
pears to be, as in the elementary classes, ability to apprehend and 
use intelligently the spoken and written language, and inciden- 
tally culture, through the intellectual effort put forth in reading, 
conversation and technical study. In nearly all high school 
classes sufficient emphasis is being placed upon the technics of 
the language. In the technical schools the apparent primary aim 
is to give the pupil sufficient German to master technical books 
in that language. In accomplishing this result teachers seem to 
find it necessary to devote much time to technical grammar, and 
do not seriously consider conversational power. Inasmuch as but 
two per cent or thereabouts of tfie graduates of our technical high 
schools enter higher technical institutions or have occasion to 
make practical application of this sort of language training, it 



REPORT OF THE SUPERINTENDENT. 163 

would appear that some care should be observed in the formation 
of German classes in such schools, so that pupils may choose those 
classes having aims that most nearly suit their purposes. 

It would seem that it might be possible to co-ordinate the 
teaching of German in the elementary schools and in the high 
schools in such a way as to present a continuous purpose, so that 
those pupils who begin German in elementary schools may con- 
tinue the study in high school without a serious break. This can 
be accomplished in part, at any rate, by unifying to a greater de- 
gree than is done at present the purpose and methods in the high 
schools. The basis of this unification would be, in the opinion of 
the committee, the acquisition of conversational power. 

Teachers. 

Teachers in the high schools have, with few exceptions, a 
superior equipment for teaching the language. Many of them 
have studied in Germany in preparing themselves for their work, 
and not a few of them, from their youth, have been trained in 
German schools. 

Results. 

Some extraordinarily effective teaching was seen in high 
schools. Pupils completing the four-year course in the subject 
appear to have a reasonably satisfactory facility in the use of the 
language, and when placed where they can use the ability, very 
quickly become proficient in its use. In a considerable number 
of the advanced classes the pupils generally not only speak the 
language during recitation periods but also think in it. This 
would seem to be a certain measure of the effectiveness of the 
teaching. It also seems to the committee to be a power definitely 
to be developed and required of high school pupils. 

Mr. Henry Suder, Chairman. 
Otto M. Becker, 

Prin. Spencer Scliool. 
Louise K, Hagen, 

Teacher Bowen High School. 
William L, Smyser, 

Prin. Skinner School, 
Dorothea Vent, 

Teacher Physical Education. 



164 PUBLIC SCHOOLS. 



ART CONSTRUCTION. 

Elementary Schools. 

A committee was appointed to survey Art, Construction Work, 
Household Arts, and Manual Training in the Elementary Schools, 
The committee consisted of a district superintendent as chairman, 
a professional artist, a member of the Normal College faculty, four 
teachers, and five principals. In all, sixty-eight schools v^^ere vis- 
ited. The basis for judging the efficiency of the work in any 
school was derived from a study of (1) the instructions sent out 
by the departments, and of the course of study, (2) the teachers' 
statements of their aims, (3) the favorableness of the neighbor- 
hood for such work, (4) the possibilities shown in the actual work 
of the children, (5) the previous personal experiences of the mem- 
bers of the committee. 

ArL 

A Course of Study in Art should tend toward the accomplish- 
men of the following ends, all of which come legitimately into the 
field of elementary education : 

1. Individual Discipline: Eye training, hand-training, method 
in thinking, observing and expressing ideas in visual terms, the 
mastery of fundamental technique. 

2. Immediate Service in the School: The use of Art in other 
studies for the purpose of clarifying and enriching them. 

3. Culture: An appreciative acquaintance with a number of 
typical great works of Art. 

4. Social Discipline: The cultivation of ideals in regard to 
home and community environment. 

The ends enumerated above your committee finds accom- 
plished in varying degrees; some by the school system itself, and 
others by agencies entirely separate from the school so far as offi- 
cial connection goes. 

1. Individual Discipline. 

The technical side of the Art course finds greater stress (ex- 
actly as it should) in the upper grades, where there is more ob- 
ject drawing involving definite observation and expression. The 
expressional aspect is beautifully accomplished in the work of the 
first, second and third grades in most of the schools visited. Draw- 



REPORT OF THE SUPERINTENDENT, 165 

ing, paper-tearing, paper-cutting and clay-modeling give freedom 
for such expression, and at the same time the beauty in the result 
which the children should learn to expect. It is believed that the 
distinction between technical or disciplinary work and expressional 
or illustrative work should be made sharper; and that technical 
drawing should be taught more sequentially. 

Design should be a part of every activity in the school where 
orderly arrangement is involved. Design (not necessarily decora- 
tion nor yet illustration) is fundamental to right arrangement of 
English composition, mathematics papers and themes. 

2. Immediate Service. 

Art education today, as an expressional subject, labors under 
the necessity of creating its own content or subject matter, where- 
as, it should And much of this subject matter with its attendant in- 
terest already created. History, geography and nature study of 
the grades require the processes of visualizing and representing 
which drawing affords. In twenty schools only one case of co- 
operation between art and these other subjects was found, although 
inquiry was diligently made for it in all schools. The course of 
study recently adopted provides, in its arrangement of alternating 
semesters, an excellent opportunity for the alteration of technical 
advance work and illustrative work in the elucidation of other 
subjects. 

There is a gratifying tendency to correlate Art with construc- 
tion, manual training and household arts. This tendency results 
in considerable economy of time; in giving the children a knowl- 
edge of what is right and beautiful in design; and in a reduction 
of emphasis on decoration and an increase of emphasis on con- 
structive designing. On the side of construction, manual training 
and household arts, such a correlation must result in the establish- 
ment of the principle that every project made should spring from 
a conception which is esthetic in its spirit, and this is the great 
life-giving principle which underlies all intelligent handwork. A 
study of the art and household arts courses shows that during the 
past four or five years numerous changes have been made looking 
to a closer relation between this and the other departments men- 
tioned. How close at hand the opportunity for correlation some- 
times is may be seen from the two instances given below, which 
are typical of many. 

Instance A: 

Children produce certain designs in the art class. They learn 
certain fancy or decorative stitches in the sewing class. The de- 



166 I'UULIC SCHOOLS. 

sign and Uie stitches are not suited to each other, so that one or 
the other must he discarded in producing the finished product. 

Instance B : 

In one school, where the children of first, second and third 
grades were making free hand paper cuttings of animals, children 
of the fifth grade were sawing out toy animals in thin wood from 
formal patterns which had been provided. 

The difficulty is that each of the courses under discussion is 
planned separately. If the Industrial and Household Art courses 
and the related part of the Art course were planned as one, correla" 
tion could he made more fundamental. 

3. Culture. 

Familiarity with classic works of art is fostered through illus- 
trations in the Art Course Drawing Books. It is further aided by 
the Public School Art Society and the organizations through which 
it works by the contributions of friends of the several schools and 
formerly by gifts from graduating classes. All these agencies pro- 
vide permanent or circulating collections of pictures. The Art In- 
stitute is ready to assist the schools wherever opportunity exists. 
The Public Art Society has inaugurated the extremely practical as 
well as scientific experiment of furnishing an entire room in a 
school, of redecorating the walls and of providing furniture. Par- 
ent-teacher Associations have performed similar services. 

4. Social Discipline. 

Buildings and premises are frequently beautified through the 
directed efforts of the school children. The many-colored paper 
cuttings of the lower grade children brighten the walls of rooms 
and corridors. Plants both within and without the buildings 
create an atmosphere which many a child will demand again when 
he goes from the school. 

Art in the Chicago schools as taught today appears to be worth 
all the time that is given to it. If this report shows points where 
improvement is immediately possible, it is because the earnestness 
of purpose shown by the teachers has invited thought along lines 
which lead to the greater excellence which their work already 
promises. 

It is recommended : 

\. That clay be provided in every grade. 

2. That a construction paper having more body than the en- 
gine paper now used for tearing and cutting, take the place of the 
engine paper. 



RICPORT OF THK SUPERINTENDENT. 167 

3, TliaL tile lead pencil be restored to a position oi more 
prominence in seventh and eighth grades. 

4. That art centers be maintained in schools where current 
exhibitions of children's work may be kept on view — one center 
lor each 5 or 6 schools. 

Construction Work in the First Five Grades. 

In considering the question of construction work as affecting 
individual discipline, the points examined were: 

The training of the child in accuracy, the development of in- 
itiative and originality, the correlation of construction with other 
subjects, the interest and pride of the pupil in his work. 

Training in accuracy was found in all grades; in first grade, in 
paper folding and tearing; in second grade, in making paper fur- 
niture and boxes; in third grade, in making raffia mats and in 
weaving raffia bags; in fourth grade, in the eonsi ruction of reed 
baskets, and in fifth grade, in sewing and in scroll sawing. In such 
work exact dimensions must be measured; eye and hand are trained 
together. 

Construction work offers a splendid opportunity for the de- 
velopment of initiative and originality. As an example of original 
work, in school G, paper and wood furniture of various sizes was 
designed and constructed by the pupils. In school E there were 
good results in clay modeling which were accomplished without 
dictation or supervision. Several models represented games and 
occupations. To one group of children in School B the making 
of baskets suggested the construction of lamp shades. 

The possibilities in the correlation of construction work with 
other subjects were found to be numerous and important. When 
the pupils are keenly interested in the construction of an article, 
motivation is afforded for lessons in English and in other academic 
subjects. In several classes the children followed written direc- 
tions for the construction of objects, and in other classes a de- 
scription of the work was written and read by the pupils. 

The Course of Study in each grade deals with the natural in- 
terests of the children. This factor, together with the motor ac- 
tivity which the work affords, lends to create great earnestness and 
enjoyment among the pupils. They also show [u-ide in the finished 
article. 

It was found, however, that certain conditions prevailing in 
the schools were detrimental to the fullest growth of the child from 
the point of view of his individual and social discipline. For ex- 
ample, in school F the teacher was in charge of as many as forty- 
eight boys doing scroll sawing. To insure accuracy of work it wae 



168 PUBLIC SCHOOLS. 

necessary for the teacher to examine every piece of work at every 
stage. Owing, however, to the large number of pupils in the class, 
it was impossible for her to do this. This condition of large classes 
is one of the greatest hindrances to the best work in all grades and 
in all subjects. 

It is recommended that a construction room, equipped with 
benches, chairs and various sized stools and containing cases and 
lockers in which to store tools and materials be provided in every 
school. 

Household Arts. 

Cooking. 

The following instances serve to indicate some of the things 
attempted in the cooking classes : 

School A has an airy and spacious kitchen on the top floor. 
Here a teacher was presenting to a class of girls an experiment in 
the properties and action of yeast germs. This was preparatory 
to the actual process of bread making which was scheduled for 
the next lesson. The demonstration and its results were recorded 
in note books. 

SCHOOL B: Here one was impressed w.ith the close connec- 
tion secured between household arts and the academic work. For 
example, such mathematical operations as were required in reduc- 
ing and expanding recipes were further emphasized in the class 
rooms. This correlation was reached through the sympathetic at- 
titude of the principal and teachers. 

SCHOOL C : A sixth grade was having a lesson on the chemi- 
cal properties of baking powder and bicarbonate of soda. 

SCHOOL D: The girls were making corn meal muffins, work- 
ing from a recipe written on a blackboard by one of the class. The 
materials were put together, the batter beaten and the mixture 
poured into pans without any dictation from the teacher. 

The cooking department aims to keep in touch with the fol- 
lowing academic subjects. 

(a) Mathematics: 

(1) By reducing and expanding recipes; (2) by making ex- 
pense accounts. 

(b- Geography: 

(1) By locating sources of- supplies; (2) by taking note of 
effects of climate on production of food stuffs. 

Much attention is given to the esthetic and economic side of 
housekeeping. Instruction includes correct serving of meals and 
the proper arrangement of dining tables with pleasing and simple 



REPORT OF THE SUPERINTENDENT. 169 

decorations. It is gratifying to note that the girls are applying 
knowledge gained at school to the management of tlie home. In 
some cases they manage more economically than do the mothers. 
A desire for more sanitary conditions in the care of food is culti- 
vated. Emphasis was placed on putting the room in order at the 
close of a lesson. This task seems to be eagerly sought, and it is 
desirable that all pupils be given opportunity to practice this phase 
of housekeeping. 

Sewing. 

Sewing, as indicated by the course of study, aims at a larger 
conception of the subject than mere skill with the needle. To 
reach this aim the co-operation of art and household arts is re- 
quired; and while there is evidence that these two departments 
do occasionally co-operate, it appears that this condition has been 
brought about, where it exists, more by the enterprise of individ- 
uals than by the persistent demand of all the instructors for a 
time saving plan of working out the interdependence of the sub- 
jects. 

The work in sewing is made to connect with the various class 
room subjects: 

1. Arithmetic— measuring and estimating cost of material. 

2. History and geography — the study of costumes of vari- 
ous times and countries. 

The study of the effects of climate on the production of 
materials. 

Co-operation has been secured between the sewing and cook- 
ing departments to some extent. The girls make caps, aprons 
and sleeve protectors in the sewing class for use in the kitchen. 

Group work is popular and deservedly so. Freedom is en- 
gendered and a kindly interest taken by each in the work of all. 

In many cases eighth grade girls are encouraged to wear inex- 
pensive and simple costumes for closing exercises and for other 
occasions. Curtains have been made and stenciled for the class 
rooms and linen marked with the school initial by eighth grade 
girls. 

The committee makes the following suggestions looking 
toward the improvement of the work: 

1. More schools should have dining rooms in which to 
make practical the lessons in correct serving. 

2. Refrigerators sliould be more generally supplied. 

3. Laundry utensils are needed for lessons in the proper 
washing and ironing of linen. 



170 PUBLIC SCHOOLS. 

4. Arrangements should be nnade by which the girls may 
have more frequent praetiee in purchasing and preparing 
meals within a given price. 

Machine sewing should be introduced only after marked 
efficiency in handwork is secured. 

5. Additions should be made to the school library in 
the form of good current fashion magazines. 

6. A separate sewing room should be provided for each 
school. This should be large, tastefully decorated and have 
comfortable chairs, low tables and every modern equipment. 

IVfanual Training in Sixth, Seventh and Eighth Grades. 

The tendency at the present time is to increase the number of 
manual training teachers in the employ of the Board of Education 
so that each teacher may spend a longer period in a school and so 
that large schools may secure the entire time of an instructor in 
manual training. This is rapidly solving the problem of bringing 
the manual training into vital relation with the school. The in- 
terest in a particular school which is aroused in the teacher by the 
fact of his working in it continuously is likely to bring about a 
natural sensible correlation of manual training with other sub- 
jects. 

It is pleasing to note that in nearly all the schools visited, 
this condition of co-operation between the shop and the remainder 
of the school does exist. There were evidences of the correlation 
of manual training with the work in arithmatic, in geography, in 
spelling and in nature study. Boys were seen making out bills 
for the stock used in the construction of articles under way; they 
were heard discussing the different kinds of lumber, and where 
each was obtained. In one school the pupils were constructing 
window boxes for use in the school, and in another sliop each boy 
was making a frame to be used in the book binding work of other 
classes. When the problem is selected, there are in the diflferent 
shops various methods of procedure. It would seem, however, 
that the continuity of interest depends upon the manner in which 
the pupil is led to the completion of the work. Where woodwork 
is preceded by accurate working drawings, made permanent in 
the form of blue prints, the pupil not only increases the probability 
of success but he touches industrial life at more points. If, in the 
manual training shop, the boy develops the ability to design the 
article he desires to make, he not only adds materially to the sat- 
isfaction to be derived from handwork, but he acquires much in 
the way of good taste and the sense of proper proportions. 

Ttie really good ineclianieal drawing done by the puriils is 8el- 



REPORT OF THE SUPERINTENDENT. 171 

dom seen, though suoh work is entirely within the comprehension 
of pupils who work in the shops. Not enough emphasis is placed 
upon the designing of articles which pupils desire or need, and not 
enough time is given to the mechanical drawing. The Course of 
Study suggests a list of articles to be made in the shops and the 
construction of these objects, in too many cases, soems to complete 
the end in view. By leaving out design, there is lost :he possibility 
of valuable art training; and by the neglect of the mechanical 
drawing there is lost the possibility of a very useful industrial 
training as well as a splendid correlation with aritlimetic. 

In some shops visited, it was found that the mechanical draw- 
ing in each case preceded the woodwork, and in other shops work 
in design was noticed. In many cases, however, tlie article to be 
made was represented by a sketch on the blackboard, showing 
the dimensions. This method is too likely to result in inaccura- 
cies. 

Group work is done in many shops, and it has its advantages 
in that the product is generally devoted to the use of the school, 
and serves to develop interest in the school. 

The question naturally arises, in observing the work of the 
Manual Training Department, as to whether it is well to have 
wood work throughout the whole city as the form of manual 
training for all of the higher grades, rather than a variety of kinds 
of hand work dependent upon the tendencies of the pupils in the 
community in which the school is located. 

The manual training shops are, on the whole, well equipped, 
the tools are kept in good condition, the pupils are eager and well 
behaved, and the instructors show great interest in the work they 
are doing and in its connection with the other work of the school. 

Aside from the decided lack of mechanical drawing and design, 
th«Te is not enough variety in the articles constructed and not 
enough freedom given the pupil in selection, although the Course 
of Study allows of a great range. There is also a failure to realize 
the possibilities of art in manual training. 

High Schools. 

The committee chosen to survey Art, Woodwork and House- 
hold Arts in the academic high schools submits the following re- 
port and recommendations: 

The committee included one district superintendent, one prin- 
cipal, one technical high school art teacher, six eighth grade teach- 
ers, a county dietician, and a special teacher of art in the elemen- 
tary schools. 

Divided into groups of three, the committee visited all of the 



172 PUBLIC SCHOOLS. 

academic high schools and saw a large number of the classes in 
Art, Household Arts and Woodwork conducted by the teachers in 
those branches. By this means information was collected as to 
each department, both as to its internal workings and as to its co- 
operative efforts. 

Art ill the High Schools. 

The Art Section of tlie high school teachers several years ago 
prepared syllabi for the work in design and representation, type- 
written copies of which were sent out as suggested outlines. These 
included plans of work for the four-year Normal Preparatory 
course and four-year General Course, two years required and two 
elective; and a four-year Arts Course. A text book compiled by a 
committee of Mechanical Drawing teachers has been authorized 
by the Board of Education, and is now in use. 

It is assumed in this report that the term "Art" covers the 
work of both freehand and mechanical drawing classes. Although 
the technique of the two branches differs, the underlying artistic 
intention on the part of the teacher should be the same; that is, to 
make the pupil's power to draw a means of expression rather than 
an aim in itself. 

The class work was generally of a distinctly departmental 
character, showing little co-operation with other departments. It 
was largely form study, composition and design in line, mass and 
color, and technical exercises in mechanical drawing, skill in the 
handling of the media being often mistaken for the goal instead 
of a means to an end. 

Some excellent applied design was seen, while much design 
remained good only in the abstract for want of an opportunity to 
apply it. In one school figure-study was given as a basis for cus- 
tume design. The application of this was not seen. In another 
the work in mechanical drawing was conducted in a manner 
similar to that of the drafting room of a large machine shop. 
From this school some boys have entered directly into positions as 
draftsmen. Still another school showed work done by the stu- 
dents in designing and making electrical apparatus for use in the 
science classes. One class designed a blast furnace and made 
from wood a working model. 

Noticeably strong work was being done in those schools where 
there were unusual opportunities for co-operation between de- 
partments. There the art teacher finds in Household Arts and 
Manual Training fields rich in resources for the expression of art 
activities. The teacher of Manual Arts recognizes the added ed- 
ucational value of a plan worked out in the art class before its 



REPORT OF THE SUPERINTENDENT. 173 

completion in the shop or work room, and finds that the student's 
conception of a project is enriched by approaching it from both 
the art and constructive points of view. 

The relation between the work in Manual Training and Me- 
chanical Drawing being more apparent than that between art and 
other subjects, there is more general co-operation between teach- 
ers of the former. 

In some places there were lirst, third and fourth-year classes 
together in the same room, including pupils from the General, 
Household Arts and Normal Preparatory Courses. This is often 
due to the planning of programs without much consideration for 
art. It is generally left to any available time (after the academic 
program is settled) with no regard to the character of work of 
the classes in which the student is placed. His time is often di- 
vided between classes of other years than his own. 

There is great variation in the quantity and quality of equip- 
ment, some schools having a most generous and adequate supply, 
others an insufficient one in the way of seatings, light, shadow- 
boxes, still life, pictures, draperies and books, which necessitates 
the teachers working under great difficulty. In two schools teach- 
ers are required to carry shadow-boxes and studies from room to 
room and install them in places that are unfit for work as regards 
light and seats. Tn some studios the seats and easels were station- 
ary; in others movable ones were provided, giving to the pupil an 
opportunity for a change in point of view. 

Some schools have four-room apartments, for which the stu- 
dents from the Art, Household Arts and Manual Training classes 
work out projects- The solutions of Art problems pertaining to 
heating and lighting apparatus are impossible on account of the 
lack of this apparatus and of ceilings and windows admitting out- 
side light. 

The ideal studio should contain more than correct architectural 
design, therefore the following suggestion is made : 

That in each studio, in addition to proper light, seats and 
lockers, there be provided a library of books on Art, costumes, 
house plans, furniture and other correlated subjects; a collection 
of pictures and prints; and one of lantern slides. 

Household Arts. 

The equipment for instruction in the main is good — often ex- 
cellent — but there are still some kitchens situated upon the ground 
floor, so that open windows are impossible because of the dust and 
dirt. The sewing rooms are in general well equipped, but some 



174 PUBLIC SCHOOLS. 

of Ihem are poorly lighted. The seating is sometimes so arranged 
that tlie best use is not made of the light available. 

In several schools there are four-room apartments, in the 
furnishing of which both the Household Arts and Household 
Science students take part. The dining room is used for luncheons 
often prepared at a specified price in order to teach economy 
in marketing as well as skill in preparation and attractiveness in 
serving. 

That some of the opportunities for social service are not over- 
looked was shown in one class, where the girls had combined in 
groups to make outfits to be given at Christmas time to needy chil- 
dren. 

The material side of the household is included under food, 
clothing and shelter. The last has received less attention in the 
schools than the first two. The study of the house, so far as it in- 
volves house planning was with one exception confined to the boys 
and carried out in their mechanical drawing. These house plans 
might have been studied by the girls with regard to convenience of 
arrangement and proper sanitation. 

In some of the schools the classes were made up of pupils from 
different years so that first and fourth year students were some- 
times working on the same problem. Class instruction was also 
hampered by the fact that students who had had training in the 
grades were in beginning classes with those coming from private 
or other schools who had had no previous work. The advance 
on grammar school work was not sufficiently marked. 

There were great c-ontrasts in the various schools in regard 
to the co-operation of different departments. Some schools were 
remarkable for the excellent relation between art and sewing. On 
the other hand, in some instances, girls in the drawing class were 
making good costume designs, but had no opportunity to carry 
them out in the sewing room. In other cases the work in sewing 
was done without help from the art teacher. Sometimes the diffi- 
culty in relating the work lay in the lack of classification of stu- 
dents. The girls who had elected Household Arts were frequently 
not in the Arts or Science classes. 

Good and original work in dressmaking and millinery was 
seen in several schools; and in some, particularly where this was 
related to the art, the result was showTi in the dress of the stu- 
dents, though often such instruction seemed to have no practical 
eflfect. In some cases girls were kept at long pieces of embroidery 
and at scalloping and crocheting after the technique had been ac- 
quired. In two schools there was no machine work, and in one 
case this lack was justified by the teacher on the ground that hand 



REPORT OK THE SUPERINTENDENT. 175 

work was better. Tliis would seem to leave out ol account the 
teaching of economy of time and effort. The selection of mate- 
rials was emphasized in some oases. Samples of several varieties 
of cloth were studied in relation to their color, texture and adap- 
tability to dress. 

The following recommendations are made: 

Equipment. 

Kitchens should be so situated that they will have better light 
and freedom from dust and dirt. Screens should be, provided in 
every kitchen. 

When there is no laundry equipment there should be ironing 
utensils and a small set tub in connection with the school kitchen, 
for laundering napkins, towels and aprons. Laundry work should 
be taught in connection with the sewing and textile work to show 
the treatment of different fibers and colors, and the time taken to 
launder articles made in different ways. 

The equipment should include fashion books and art books. 
There should also be provided "forms" adapted to the immature 
girl. Samples of textiles, draperies and woods should be available. 

Course of Study. 

The Course of Study should be intelligently interpreted and 
followed. Its recommendations need not be enlarged upon. 

High School \Ianual Training. 

In academic high schools the equipments of the woodworking 
shops are surprisingly generous. The pupil may learn the uses 
and care of the ordinary tools such as saws, planes, chisels, etc.; 
and in the better equipped places, i. e., in the newer schools, he 
may become familiar wuth power saws, planers, lathes, etc., with- 
out being put to any expense himself. He is not required to pay 
for material, except w^hen he undertakes to construct something for 
his personal or family use. 

The manual training courses in the academic high schools 
cover two years only. The classes in the wood shops work in 
double periods, but are in general somewhat mixed; that is, both 
first and second year pupils are often working at the same time, so 
that individual rather than class instruction is the rule. It is, in- 
deed possible that this feature, that of mixed classes, may not be a 
defect; perhaps it is a virtue, if the classes are not too large. 
When the instruction is individual the more skillful pupils have 
greater opportunities of going ahead as fast as they are able, in- 
ste^ad of loafing while others catch up. 



176 PUBLIC SCHOOLS. 

There is loo much variation in methods, and in the interpre- 
tations of the course of study by the teachers. They may have 
iheir classes do many or few drill exercises in joinery; do some 
group work or none; require original designing of projects by pu- 
pils or permit them to copy. Some teachers carry on the work in- 
dependently; others endeavor to secure the co-operation of the Art 
D6X)artment in the plans, drawings and construction of the pupils' 
projects. There is one point on which the manual training teach- 
ers agree. They believe the pupils should feel sufficient pressure 
in the direction of technique to make them produce workmanlike 
results. 

The more prominent good results are : First, the boys make 
skillfully the things undertaken; second, they have a fairly wide 
experience with tools; third, they have first hand knowledge of 
the necessity of a definitely drawn plan or design of the thing pro- 
jected before the making of it begins. 

Other results sometimes achieved are: A, experience in co- 
operation and self-sacriflce in making something of value to the 
community as a whole; B, a feeling for beauty and some idea of 
how to obtain it as well as utility and sound construction. 

The following recommendations are made which apply only 
to Manual Training: 

Useful articles embodying elementary principles of construc- 
tion should be made as early as the first semester. 

Sketch drawings of proposed projects when approved as to 
construction by the manual training teacher be made into working 
drawinge under the direction of the mechanical drawing teacher; 
and that if the pupil is a member of the mechanical drawing class 
he shall receive credit for such work. 

The following three suggestions apply equally to the depart- 
ments of Art, Household Arts and Manual Training: 

The high school teachers of Art, Household Arts and Manual 
Training should inform themselves as to the work done in their re- 
spective subjects in elementary schools; and they should make the 
high school work a continuation of, rather than an abrupt change 
from that of the elementary schools. Teachers of the Household 
Arts and the Manual Training departments should confer regularly 
with the art teachers. Each class in art, household arts and man- 
ual training should gain some experience in community work by 
doing, as a class, something for the school. 

Elementary Schools. 
Eu.A C. Sullivan, Chairman. 

Clyde A. Brown. 

Principal, .Jones School. 



REPORT OF THE SUPERINTENDENT. 177 

Karl A. Buehr, 

Artist. 
George W. Eggers, 

Chicago Normal College. 
Letitia S, Greene, 

Head Asst., Oakland School. 
Walter R. Hatfield, 

Principal, Shields School. 
William Hedges. 

Principal, Jackson School. 
Amelia D. Hookway, 

Principal, Howland School. 
LUELLA V. Little, 

Principal, Calhoun School. 
Ellen Schmidt, 

Teacher, Kosciuszko School. 
Helen F. Van Liew, 

Teacher, McCormick School. 

High Schools. 

L. L. Bailey, 

Special Teacher, Art Dept. 
Frances M. Church. 

Teacher, Flower High School. 
Lillian M. Compher, 

Teacher, Sherwood School. 
Flora C. Dunning, 

Teacher, Pulaski School. 
Marie L. Mann, 

Head Asst. Armour School. 
Elizabeth S. Morrison, 

Teacher Vanderpoel School. 
Alice P. Norton. 

County Dietician. 
Katherine a. Padden, 

Teacher, 62nd Place School. 
Katherine Riordan. 

Principal, Keeler Ave. School. 
Ermina H. Ruthenberg, 

Teacher. Blaine School. 



178 PUBLIC SCHOOLS. 



INDUSTRIAl. AND PKEVOCA IIONAI.. 

The following schools are at present organized on the "Indus- 
trial" plan: 

Bryant Burr, Copernicus, Foster, Franklin, Gladstone, Haines 
Practice, Hendricks, Holden, Jackson, Jenner, Jungman, McGosh, 
Smyth, Von Humboldt, Walsh. 

Schools with "Prevocational Courses:" Lane Technical High, 
Crane Technical High, Flower Technical High, Lake High. 

As a preliminary step, the Committee found it necessary to 
agree upon a point of view from which to evaluate this work. 
After full discussion, the following statement of principle was 
agreed upon: 

1. The Committee holds that the primary or fundamental 
purpose In elementary education is the development in the child 
of those attitudes and reactions essential to social well-being in a 
democratic society. 

2. The different hand-works are hence in the elementary 
schools, as in fact all content, primarily to further the end of 
good citizenship or social culture, and only secondarily for voca- 
tional purposes. It is granted that all elementary school content 
has a vocational aspect. In this sense all work in the elementary 
school is prevocational. 

Criticism. The Committee looks therefore with disfavor on 
over-emphasizing the vocational aspect of hand-work in the ele- 
mentary schools for pupils under fourteen years of age and the 
subordination to this aspect of the academic content taught. 

Method of Teaching and Efficiency of Instruction in the "Indus- 
trial" and "Prevocational" Classes. 

The Committee attempted to judge this aspect of the work 
from the following view points, obtained by analyzing the general 
culture aim into three subordinate aims : 

a. Aim of adaptive, thinking, inventive citizenship, b. Aim of 
practical, executive, skilled citizenship, c. Aim of an artistically 
and socially appreciative citizenship. 

Criticism. The Committee is fully conscious that the teachers 
in the work are handicapped by lack of equipment and room and 
by the fact that the work is in a sense new. 

Recommendation. It is the opinion of the Committee that the 



REPORT OF THE SUPERINTENDENT. 179 

adaptive and appreciative aims are the most important in the ele- 
mentary instruction and should be consciously emphasized, though 
it is granted that a few preliminary lessons emphasizing the skill 
aim are advisable in early stages and in all hand-work. 

Terminology. 

The Committee criticises as misleading and ill advised, the 
use of the terms "industrial," "vocational" and "provocational" in 
connection with courses now offered under these designations. 

Recommendations. All schools of the elementary group 
should be ultimately of one type except as hereinafter suggested. 
However, during the readjustment of the amount of hand-work 
carried on in the various schools it may be advisable to use some 
term to distinguisli schools and courses of the older academic 
type from schools of the newer type of organization. 

"Type A" is suggested (and used herein) for the newer 
modern type of elementary school and "Type B" for the older, 
more academic type of school. The term "vocational" is reserved 
for the type of school hereinafter recommended. 

Differentiation of Schools, Courses and Pupils. 

The Chicago elementary schools may be divided into three 
groups. Type A ("Industrial Schools"), Type B (the older ele- 
mentary type' and "Prevocational" schools.- 

Among the "Type A" schools there are two distinct groups: — 

a. Those in which the cultural aim predominates, b. Those 
in which the vocational aim is consciously emphasized. In one 
school there are two types of courses corresponding to the A and 
B Types, above mentioned. (There is varying emphasis of the 
prevocational aim among the "Prevocational" schools.^ 

Except in the "Prevocational" schools there has been little 
differentiation of courses to meet the needs of pupils and it is 
expected all pupils will take the same course through the eight 
grades. When a choice is made between an academic and an 
"industrial" course such a choice is generally based on age of pupil 
and choice of parents. 

Except in one "prevocational" center the Committee was 
unable to find any distinctively vocational work, that is, work 
looking directly and with choice toward a vocation. 

Nowhere is there attempt to prepare either boys or girls to 
enter trades directly except in one where pupils under fourteen 
even, are taught a specific trade. 

Recommendation. 'I The Committee is unanimous in the 



180 PUBLIC SCHOOLS. 

recommendation that the Type A organization be extended as 
rapidly as possible lo all elementary schools. This will involve, 

(a). A greater variety of hand-work. 

(b). A revision of the present course of study, consolidating 
the two courses therein contained with a minimum and maximum 
time that may be devoted to hand-work. 

(c). The employment of at least two teachers of hand-work 
in every school. 

(d). The modification of the present plan of building so as 
to provide adequate and convenient room for carrying on the 
different types of hand-works. 

Comparative Cost of Type A and Type B Schools. The largest 
items to be considered in the running expenses are teachers' sal- 
aries and shop supplies. The greatest variation in expense is due 
to the difference in the number of pupils assigned to teachers in 
the various schools, for, of course, the smaller the classes, the 
larger the per capita cost. Estimating on the basis of 28 pupils to 
a teacher in Type A classes, and 35 pupils to a teacher in the 
regular 7th and 8th grades, we tind that the cost for all the run- 
ning expenses in the Type A school is approximately 25 per cent 
greater than in the regular school. 

2. Pupils. It is recommended that pupils be differentiated, 
electively in not to exceed twenty per cent of their work in grades 
seven and eight; that the basis for differentiation be the individ- 
ual ability of the pupil as determined by teacher and parent; 
and that the object of the ditTerentiation be to develop individual 
ability, to awaken interest, and to assist the pupil in choosing 
his life work. 

3. Sexes. There is at present a differentiation between boys 
and girls. In the prevocational schools, the girls are sent to one 
school and the boys to others. In the Type A schools, there is =i 
separation in all manual work, and generally in physical training: 
and, sometimes, in science and drawing. 

Recommendation: It is recommended (a) that in the 6th 
grade in Type A schools, both sexes be permitted to take the 
same hand-work, (b) That in 7th and 8th grades of Type A 
and in vocational schools boys and girls be separated in hand-work 
but housed in the same buildings. 

4. Courses. It is recommended that a sufficient variety of 
courses be provided in Type A schools so that pupils may be given 
thereby an opportunity to try out prevocational work, or pos- 
sibly to choose a vocation. Work should be given typical of aca- 
demic commercial occupations. 



REPORT OF THE SUPERINTENDENT. 181 

5. Vocational Schools. It is further recommended that cen- 
ters or schools be instituted to take the place in the system of 
the "prevocational" classes in the High Schools and to meet the 
demand for a vocational type of education for boys and girls, 
fourteen years of age or over, in the seventh and eighth grades 
of the elementary schools; 

Such schools or centers to be called Vocational Schools and 
to include all types of vocations in their curricula. They should 
be equipped therefore as technical industrial or trade schools. 
To such a school would be sent: 

a. Pupils now sent from the various elementary schools to 
the "prevocational" schools. 

b. Pupils between fourteen and sixteen who are not at work 
or at school under the present system. 

c. Pupils in grades seven or eight of a regular elementary 
school over fourteen years of age who desire to receive trade or 
technical training in addition to their regular elementary school 
work (part time). 

d. Youths between fourteen and eighteen who are at work 
(part time). 

e. Persons over eighteen who may desire to pursue the work 
(whole or part time). 

Such schools would be in session until eight o'clock, as well 
as Saturday morning. 

Industrial Course as Related to Efficiency in Academic VVork 

In Type A schools, the academic subjects are to a certain 
extent correlated with shop-work. Much time is given to geo- 
graphic and informational reading. Pupils also study literature, 
but get less of this work than those in academic classes. Pen- 
manship is taught in all these schools. There is a limited cor- 
relation of the arithmetic with the shop-work. In English com- 
position, industrial topics furnish a part of the subject matter, and 
the shop and academic teachers co-operate. Industrial history and 
geography are correlated with shop-work in a few schools. In 
science, the work is carried on either in science laboratories (of 
which there are but two', in the shop, or in the classroom. Two 
or three periods of thirty minutes each are given to music and 
physical education weekly. 

Criticism — In those cases where the largest time allotment is 
made, there is a considerable diminution in the time remaining 
for English and other academic subjects. This is less detri- 
mental than it seems, however, for the reason that in most of 



182 PUBLIC SCHOOLS. 

the schools shop time is taken for discussion, drawing, informa- 
tional reading, and in some cases, composition, bearing on the 
subjects and problems in hand. This constitutes a virtual exten- 
sion of academic work into shop time. Furthermore, it is the 
universal experience that concrete work so conducted reacts in 
a stimulating and vitalizing way on the academic subjects. The 
work being more intensive, results can be obtained with less 
effort and in shorter time. 

Recommendations — Emphasis on Formal Work. With the 
introduction of a greater variety of activities in the schools, the 
older argument against formal or drill work on things funda- 
mental no longer has force. There are certain facts of academic 
form and content that every child should know absolutely. They 
should be drilled into him. A minimum of this necessary skill 
and content should be exacted of every grade in every school. 
There should be no falling away from a certain definite standard- 
ized academic efTiciency. 

The Program for Type A Schools. 

There is great variety in programs of different Type A schools. 
Some are conducted on the "half-day plan", giving one-half day, 
or the major part of it, to the hand-work courses, and the remain- 
ing time to academic work. In others the "one-third day plan" 
is in operation, the forenoon being taken as two li/^ hour periods, 
and the afternoon as one such period, with an extra period of 
30 minutes for related work. In the "quarter-day plan" the hand- 
work is conflneo to a period of 75 to 90 minutes each day. Each 
of these plans of work is variously modified in the different 
schools to suit neighborhood conditions, or plan of operation. 

Criticism — There is a limit beyond which it is unsafe to 
reduce the time devoted to academic subjects, due to the fact 
that in each there is necessity for definite drill. A certain amount 
of repetition is needed in making habitual the fundamental forms 
of the academic subjects, and care should be taken that adequate 
time is afforded for the drill necessary to fix these habits. Lib- 
eral time is even more necessary for the growth of the child in 
appreciation of music, of art, and above all, of literature. 

Recommendation— A satisfactory division of time seems to 
be that in which the fundamental academic subjects receive at 
least one- half of the time, and the courses which are in a real 
sense activities, such as music, physical education, art, and hand- 
work, receive the time remaining. 



REPORT OF THE SUPERINTENDENT. 183 

Length of Periods. 

In the majority of the Type A schools the length of the period 
is from 70 to 120 minutes, but a few make use of the full max- 
imum half-day, so that the pupil is engaged in hand-work 
for three consecutive hours. The teachers in these schools favor 
this longer period on the ground that their classes accomplish 
much more than they could in the shorter periods. Other schools 
divide the long period so that an alteration is secured, and the 
pupils have a period of hand-work in each school session. 

Criticism — The three-hour period is too long for any form 
of hand-work which is at all eonfming, such as sewing, and even 
in work which permits some freedom of motion and change of 
posture there is danger of fatigue detrimental alike to shop and 
academic work. The use of so long a period should be restricted 
to those special projects, such as baking, which requires this 
amount of time, and should be occasional only, and not regular. 

Recommendation — It is recommended that there should be 
no period in the regular work longer than 90 minutes. 

A succession of academic subjects which requires prolonged 
physical inaction is equally undesirable. The opportunity afforded 
by the industrial courses to secure relief from fatigue by alterna- 
tion and variety should be taken advantage of. 

Course of Study. 

The course of study now in operation in the Type A schools 
is securing valuable and significant results which point in the 
direction in which development is desirable and possible. Many 
lines of work are being entered upon, which owing to the newness 
ofthe work and lack of adequate equipment gave only a promise 
of the results wiiich may be anticipated when the conditions are 
more favorable. 

Criticism — On the whole, more variety in the hand-work 
courses is needed. The child should be given a wide experience 
of types of industrial, agricultural and commercial work, so that 
he has the opportunity of finding himself, and will naturally 
gravitate toward those fields of effort in which his bent and ability 
will find fullest scope. It is felt that it is a mistake to give 
three years of woodwork, often mostly furniture, to the boys, or 
as much sewing to the girls. 

Recommend.-\tion — A division of the school year into 
ten-week periods would make it possible to introduce such a 
diversity into the hand-work as would greatly increase its use- 
fulness. One or more such periods could be given to intensive 



184 PUBLIC SCHOOLS. 

work on each selected line. To administer such a variety of work 
without dissipating the child's energy will require a close corre- 
lation of the courses with each other and with the academic 
subjects in the light of a clear conception of the educational value 
of each activity. The cultural function of elementary education 
should be clearly recognized, and the academic elements should 
in no case be subordinated to the industrial. 

Types — The kinds of industrial work selected should be types 
in the sense of being representative of groups of industries. They 
should be fertile in industrial possibilites, but must imperatively 
be fertile in cultural possibilities. The object in view should be, 
first, the immediate development of the child, and afterward, the 
enlargement of his experience to the point where his choice of 
a vocation is a real choice and not an accident. 

Relation to Trades — Any course which takes it for 
granted that a child is at an early age destined to enter a par- 
ticular trade, and which aims to give him training in the technique 
of that trade is narrowing and dwarfing, and has no place in the 
elementary schools. 

Local Occupations — The industrial courses should aim 
at emancipation from the lock-step which forces the child of one 
district into the factory, another into the office, and another 
into the professions. The courses in any Jven district should 
make intelligent use of local occupations as points of departure, 
but should set the child free from the coercion of his immediate 
environment and make him in as large a degree as possible master 
of his own future. 

Variety — The need for greater variety in the course is par- 
ticularly insistent in the case of girls. It is unfair both culturally 
and vocationally to linlit a girl's hand-work during three years to 
cooking and sewing, even with the extension of cooking into the 
related work in science, and of sewing into weaving and art needle- 
work. These subjects while containing valuable possibilities of 
culture, are more frankly economic than any other of the "indus- 
trial courses," and should be supplemented by the addition of a 
number of suitable activities which will enlarge the girl's experi- 
ence and broaden her outlook on her possibilities. 

Prevocational Motive — The course should take account of 
the child's right to some training in the types of occupational 
activites. agricultural and commercial as well as industrial. 

Commercial Courses — The commercial side of the industrial 
processes carried on, filing and indexing, expense and personal ac- 
count keeping, the transaction of business with a bank, and similar 



KKPORT OF 1 HE SUPERINTENDENT. 185 

elementary business, processes afforded opportunities for widening 
the child's experience, and for opening the commercial world vo- 
cationally to those fitted for It by taste or talent. 

Agricultural Courses — Elementary agricultural training 
mig>ht include study of soils, germination, practical gardening, 
etc. Some of the schools have already made a most excellent 
beginning in this direction. 

Science — There should be a science course properly corre- 
lated with the various activities. The good work now being done 
in some of the schools should be extended and systematized to 
include the science of the industrial processes engaged in as 
well as of the geography work. 

Types of Handwork. 

The boys are given courses in mechanical drawing, pattern- 
making, metal work, wood-work, printing, etc. The girls have 
sewing, weaving, cooking, millinery, laundry and general home- 
making, the cooking including simple training in the chemistry of 
foods. Both girls and boys are taught designing, pottery, book- 
binding, glove-making (in one school) and gardening. 

Criticism — The number of courses given in any shool has 
been limited by the lack of proper equipment, the crowded condi- 
tions of the rooms, and the amount of yard space or vacant prop- 
erty available. The work has been handicapped by the lack of 
material, pupils in many cases being required to purchase it, 
since no appropriation had been made by the Board of Education 
to cover the expense. 

Regommend.ation — The following types or units of handwork 
are recommended. 

1. The Woodwork Unit — This serves as a center for car- 
pentry, mechanical drawing, related science and geography, and 
mathematics. 

2. The Household Arts Unit, including (a' Cooking with its 
related science, geography and mathematics; as well as accounts, 
laundry and dining room service, (b) Serving with its related 
science, mathematics, geography and art; living room and bed 
room service, cane and rope weaving, and millinery. 

3. The Art Unit — This includes art-crafts, basketry, pottery, 
copper and brass, leather work, together with pictorial and object 
drawing, and design. 

4. The Printing Unit, including printing and book binding, 
with correlated English work. 



186 PUBLIC SCHOOLS. 

5. The Commercial Unit — This includes accounts, simple 
bookkeeping and typewriting, penmanship and related arithmetic. 

6. The Agricultural Unit, including Oower and vegetable 
gardening, simple forestry, germination of seeds, etc. 

Manual op Each Handwork — To prevent dissipation of energy 
there should be courses of study worked out in each of the hand- 
work subjects. Some definiteness of aim and practice would thus 
be secured, more especially if suitable text-books were arranged 
for each of the subjects in the Type A courses. 

Accommodations. 

Room — No elementary school has as yet been planned and 
equipped as a Type A school. In all schools in which the "indus- 
trial" course has been adopted, use has been made of unused class- 
rooms, recitation rooms or libraries and rooms fitted for the pur- 
pose in basements. 

Notwithseanding the fact that principals have made the best 
use possible of all available space, many of these rooms are ill- 
lighted, ill-ventilated and inadequate. 

Recommendations — In the construction of new buildings and 
in the remodeling of old ones, we suggest that the following rooms 
be planned, viz. : 

Unit 1 — A wood shop connected with which there should be 
a store room, a small recitation room, a room equipped for me- 
chanical drawing and one for elementary science. 

Unit 2. — A printing room with a room in connection for book- 
binding. 

Unit 3. — An art room large enough for a variety of occupa- 
tions other than the regular art w^ork, such as basketry, metal 
work, etc. A separate room is suggested for pottery and in addi- 
tion there should be, on each side of the city, a kiln with compe- 
tent workman in charge to fire pottery for the various schools. 

Unit 4. A sewing room; with a small living room and a bed- 
room adjoining. 

Unit 5, A kitchen; with a dining room, a laundry, a science 
room, and a small class room. 

Unit 6 — Commercial room. An ordinary class room fitted up 
as a commerial room. 

Unit 7 — A room for agriculture. The fitting of the room 
would necessitate storm-windows and separate heating fa'cilities, 
either steam, gas or electricity, the latter preferred. 



REPORT OF THE SUPERINTENDENT. 187 

Unit 8 — Assembly Study Hall. To carry out with the greatest 
flexibility and economy the work which such a plan contemplates 
an assembly hall for study for the three highest grades would be 
advisable. 

Supplies. 

(;ritici.-m — The delivery of supplies has been irregular but 
the service has been improved and the assurance given that this 
irregularitj will be remedied. 

There' s a considerable waste in materials and in the time 
of teachers and pupils. 

This is due in great part to the limited variety of supplies 
which obliges the teacher to plan what can be made from material 
availabl' rather than what best fits the needs of the pupils; to the 
lack of proper equipment; and to the necessity of sharpening and 
repairing tools without equipment. 

Reco-"! MENDATioN — The following suggestions are made for 
the reduct on of waste, viz. : 

1. For the wood-shop. 

a. There should be a general tool repair shop. 

b. Each shop should contain a power grind stone and a band- 
saw to cut lumber in the rough. 

c. There should be enough variety in the sizes of lumber 
available to make possible any problem suited to the needs of a 
class. 

d. Each shop should have a scrap box and it should be the 
aim as far as possible to make use of the unavoidable scraps. 

2. For the sewing-room. 

The teacher should be given a certain amount of money per 
capita to be spent for the particular materials needed. 

3. For the print shop. 

The following malerial should be kept in stock at the Supply 
Department 

a. Standard sizes of type. 

b. Printer's ink. 

c. Various kinds of print paper. 

Teachers. 

1. Selection and Pre 'aration — Since the opening of the 
"prevocational" schools, the work has been hampered by the 
scarcity of teachers who have qualified for the shopwork. Selec- 



188 PUBLIC SCHOOLS. 

tion has been limited by the necessity of securing teachers with 
the requisite technical training. 

Of twenty-seven shop teachers questioned, practically all have 
taken technical courses in other than the work they are at present 
leaching. Ten of them had additional experience in commercial 
shops and sixteen are graduates of Normal schools. 

Criticisms — The teachers, though dealing with new problems 
and handicapped for want of room, equipment and material, have 
met the situation eflectively. 

The selection of these teachers should be based on a general 
culture that will guarantee that the pupil shall feel the influence 
of an inspiring personality, a technical training in several crafts, 
with an intensive knowledge of one or two, and an adequate peda- 
gogic training. To this should be added a training in design and 
appliefl art, so that the forms and decorations of the articles 
made under his direction may be artistic and pleasing. Conse- 
quently all students preparing for this work should be given gen- 
eral training in the Normal School, and special training required 
for this work. In addition, extension classes, round tables presided 
over by heads of departments, and outlines and other printed ma- 
terial prepared under their direction are suggested. 

2. Number of Classes and Length of Periods. 

Each shop-teacher is at present responsible for an average 
of five classes, with approximately twenty-five pupils in each. 
The average class period is ninety minutes. 

Though she has twice as much work to look over and prepare 
for, the academic teacher in the Type A school is responsible for 
twice as many pupils as the teacher in the Type B school, and 
does not have a free period when the pupils are at manual training 
and cooking. 

Recommendations. 

It is recommended that ninety minutes be the maximum length 
of the shop period; and that some arrangement be made whereby 
the academic teachers in the Type A schools be allowed periods 
each week in which to prepare and examine work. 

Posture of Pupils. 

The committee considers the posture of pupils in shop work 
to be of the utmost importance. The health and physical develop- 



REPORT OF THE SUPERINTENDENT. 189 

merit of pupils is paramount to every other consideration, for 
without physical development education has no foundation upon 
which to build. 

Criticism — In this respect, the committee found much to 
criticise adversely. The wrong posture, however, was largely due 
to the nondescript character of the equipment. In many instances 
tables and desks were too high or too low. In the woodshops no 
attempt to accommodate the benches to the age and height of 
the boys was apparent. In the printing rooms the posture was far 
from satisfactory. In many cases the boys were allowed to sit 
at their work. The composing tables were too high or too low. 

In many cases the posture assumed by girls at their sewing 
was bad. The tables were too high or low and the girls could 
not put their feet underneath them because of some obstruction. 

Recommendations — (1) It is recommended that all desks, 
benches, tables and chairs be standardized for each grade or age, 
or that they be built on adjustable models; (2) that as far as pos- 
sible handwork be done standing. No hand work exercise in the 
elementary school should be continued to the fatigue point for 
the standing position. Boys should not be allowed to sit in the 
print shop or at mechanical drawing. Much of the work in the 
sewing room could be done standing. The posture of the tailor 
and shoemaker is traditional and does not necessarily grow out 
of the demands of the work. There is much tradition likewise 
in the seamstress's position. 

Equipment — The sewing room should be provided with tables 
of varying heights and without drawer or shelf beneath the top. 
Chairs also should be suited to the size of the pupils. There 
should be at least two cutting tables, 6 feet long and 3 feet wide, 
one 30 inches high, the other 34 inches high. A suggested mini- 
mum equipment is: 1 14-year dress form, 1 16-year dress form, 1 
36-inch bust woman's form, 3 skirt standards for bust forms, 1 
2-burner gas stove, 1 set of irons (Mrs. Potts), 2 ironing boards on 
standards, 1 large mirror unmounted, 6 sewing machines, 2 skirt 
markers, 24 scissors — medium size, 6 button hole scissors, 1 case 
for displaying work and samples, 2 cases with shelves and drawers 
for material, 3 pairs large shears, 2 lavatories. 

The laundry room should have child's size tubs and wash- 
boards, ironing boards and irons, gas stove, electric or gas irons, 
and dryer. 

The dining room should be equipped as is the average in a 
wage earner's home. 



190 PUBLIC SCHOOLS. 

The printing room should have type stands fitted to the stand- 
ing position of children. A suggested minimum equipment is: 24 
type cases, two-thirds size; 2 presses, one 8 x 12, one 6 x 9; 1 large 
paper cutter; 1 compositor's table, 38 inches high, about 8 ft. 
long, and 40 inches wide; 1 proof press; 1 planer and mallet; 3 
dozen quoins with key; 1 non-explosive benzine can; 1 set labor- 
saving leads, 1-em, 2-m, 3-'m, etc.; 24 composing sticks; 100 lbs. 
18-point type; 100 lbs. 12-point type; 100 lbs. 10-point type. 

The basketry room should have metal pails for dyes. 

The metal work room should have benches at which children 
can stand. A suggested minimum equipment is: 10 jeweler's 
saws; 3 hand drills; 12 flies, assorted; 8 vises; 3 planishining ham- 
mers; 3 bloccks for beating; 1 blowpipe and bellows; 3 metal 
shears; 1 shears with curved blade; 2 lignum vitae hammers; 2 
rawhide hammers; 1 bar silver solder; I bar soft solder; 2 solder- 
ing irons; 10 lbs. sheet copper; 10 lbs. sheet brass: 5 lbs. sheet 
aluminum. 

The manual training room should have, in addition to what 
is now provided: 1 band saw to be used by teacher only; 1 power 
grindstone or carborundum stone; no other power machines of 
any kind. 

The physics laboratory should be equipped for teaching such 
elementary facts in physics as come in the work of the skilled 
mechanic. 

The mechanial drawing room should have individual adjust- 
able benches. Suggested minimum equipment: 12 mechanical 
drawing sets; 12 T squares; 12 try squares; compasses, rulers, 
drawing pencils 3H or 4H; tracing, blue-print and drawing paper. 

"Prevocational" Courses in High Schools, 
Statistics. 

From inception in September, 1912, to date. 

Crane. Flower. Lane. Lake. Totals. 

Admitted 243 233 467 224 1 167 

L«ft other than by graduation.. 85 94 178 56 413 

Graduated 72 37 85 90 284 

Membership 86 102 204 78 470 

Entered High School 41 17 31 25 H4 

Still in High School 33 12 23 17 83 



REHDUT OF THE SUPERINTENDENT. 191 

Ages— From 12-13, 1; 13-14, 3; 14-15, 98; 15-16, 190; 16-17, 
118; 17-18, 31; 19-20, 7. 

Retardation of Pupils — 11 pupils were retarded one semester; 
70 two, 118 three, 109 four, 68 five, 33 six, 6 seven, and 15 eight 
semesters. 

CLAUSES OF Retardation — Illness, 137; lack of interest in aca- 
demic subjects 96, moving 53, trouble 4, absence 11, mentality 59, 
traveling 7 foreign 15, late start 15, temperamental reasons 36. 

Ambitions of Pupils — 54 different occupations were asked for 
by pupils in these courses, Electrical Engineering and Civil Engi- 
neering being the favorites. 

That the Board of Education, in instituting these classes for 
retarded children, is meeting a genuine demand is clearly shown 
by an analysis of the reasons given by the pupils themselves for 
electing to go to these schools. Such reasons are: (1) a desire 
for more shop work; (2) to learn a trade; (3) an opportunity to 
make up in the high school time lost in the grades from various 
causes given in the accompanying tables — such as lack of interest 
in academic subjects, moving, illness; (4) A feeling of greater self 
respect in mingling with companions of one's own age and size. 

The accompanying tables show to some extent the success 
of the scTiools in meeting these demands. 

(1) They have reduced but not eliminated the waste incident 
to the years 14-16; (2) they have held in school those with a 
definite vocational purpose; (3) they have created a new channel 
to the high schools for the self-reliant, adventurous boy who, 
feeling tSe economic pressure at home, has struck out for himself 
but, finding himself at a disadvantage in his bout with the world, 
seeks an opportunity to increase his power. 

Criticism — (1) These classes, successful as they have been, 
still lose too many pupils of the so-called "wasted years." This 
would seem o indicate that the work as now administered is not 
sufficiently prevocational or vocational; that the range of skills 
and industrial interests is not yet sufficiently great, being too 
closely confined to wood and iron, with some printing. The tables 
show 54 out of 300 to 400 gainful occupations in the United States 
selected by these pupils. The courses need to be still more liberal 
and more related to science, the basis of all industry. 

Recommendation — It is recommended that these classes form 
the starting points of the genuinely vocational schools as hereinbe- 
fore recommended for both boys and girls over fourteen years of 



192 PUBLIC SCHOOLS. 

age in grades seven and eight of Type A schools or from all ele- 
mentary schools. 

Samuel B. Allison, Chairman. 
Annie G. Ahearn, 

Head Asst., Hayt School. 

WM. J. BOGAN, 

Prin. Lane Tech. High School. 
Henry S. Crane, 

Prin. Lewis-Champlin School. 
Minnie M. Jamieson, 

Prin. 0. A. Thorp School. 
Lucy I. Laing, 

Principal, Spalding School. 
James E. McDade, 

Prin. Fallon School. 
Elizabeth A. McGillen, 
Prin. Coonley School.. 
H. J. Moynihan, 

Prin. Wentworth School. 
Anna M. Nillson, 

Teacher, Parker Prac. School. 
Harriette T. Treadwell, 
Prin. Scanlan School. 



RKI'ORT OF THE SUPRRIXTENDENT. 193 



COALUERCIAL EDUCATION IN HIGH SCHOOLS. 

The committee appointed to make a survey of the work done 
in the commercial department of our high schools respectfully 
submits the following report: 

By direction of the chairman, the committee had in mind : 

1. What percentage of the pupils take up the commercial 
course with the idea of entering upon a business career? 

2. What percentage enter upon it because of the general 
training which the subjects afford? 

3. What percentage, if any, adopt the course because they 
think it an easy way to earn credits? 

4. What percentage of the pupils are able to use tlie touch 
system in typewriting at the end of the course? 

5. How much attention is given to spelling, punctuation, 
capitalization and English construction? 

6. What points, in the teacher's estimation, should be 
emphasized in the course in stenography? 

7. How much attention is given to penmanship in the work 
in bookkeeping? 

8. What general training does the course afford which will 
be of practical value for pupils who do not enter upon a business 
life? 

In this report will be found more or less definite answers 
to the queries cited above. 

Bookkeeping. 

Whenever there is buying and selling, a record or history 
of the transactions must be kept, A systematic, intelligible record 
showing debits and credits is indispensable in any business. 
The prodigious expansion of output from farm and workshop, 
the varied and complex organizations for production and dis- 
tribution, together with the extension of credit have raised 
bookkeeping to the dignity of a profession. 

That a knowledge of it opens the door of opportunity to vast 
numbers of young people from year to year, is the experience 
of all who have interested themselves in obtaining positions for 
them, and is confirmed by "the want ad" columns of our daily 
papers. 



194 PUBLIC SCHOOLS. 

Bookkeepiag, in common with the other commercial subjects, 
is attracting both teachers and pupils of a higher order and in 
greater numbers, from year to year. In the older courses in the 
high school, one often meets with pupils who when questioned 
for the reasons for electing any particular course, are unable 
to do so, simply repeating in substance an erstwhile popular song, 
"We're here because we're here." Aimlessness is not common 
in the commercial department. The committee was surprised to 
find the unanimity of the teachers' estimates as to the percentage 
electing bookkeeping (a) with the hope of becoming professional 
bookkeepers, (b) as an easy means of earning credits, or (c) as 
a subject of general culture. According to their estimates, ninety 
per cent of the pupils electing this subject do so with the hope 
of becoming bookkeepers, five to eight per cent elect it because 
they believe it will aid them in making an entrance into the 
business world, and the remainder, that it will enable them to 
keep in closer touch with future ventures on their own account. 
None could be found who had selected the course in hope of 
an easy way of earning credits. 

No teacher, no business man, needs to be told what an 
inspiring experience it is to be surrounded by a group of young 
people all doing work which they elect themselves for a definite 
purpose and by means of which they hope to gain a livelihood 
or to gratify still loftier ambitions in this practical commercial 
age. A fixity of purpose, it seems, permeates the whole student 
body of the commerical department and it makes no difference 
whether bookkeeing or stenography is elected as the major. 

Many of the teachers have had practical experience in busi- 
ness offices and all of them are specially trained in the subject 
they are teaching. They are experts in their line and attack 
their work accordingly. Actual business experience in account- 
ing are made the basis of the instruction. The exercises are 
worked over by the pupil until the principles of bookkeeping 
and the rules of its practice are thoroughly comprehended and 
assimilated. Tn the course of this preliminary work, the inter- 
relation of the several "books" is established. 

Beginning with simple retail projects, using only the day 
book or journal, cash book and ledger, they advance, step by 
step, to the more complex exeroises introducing as they proceed 
all the many columned "books," principal and auxiliary» in 
accordance with the latest usage in up to date offices. Business 
forms from leases and way bills on through the w hole roun d 
are explained, written out and made the subjects of entries as 



REPORT OF THE SUPERINTENDENT. 195 

they are used in actual business experience. This is the ideal 
which the department has set before itself as a guiding principle. 
In most of the classes it is lived up to. 

By the end of the first year, the pupil has mastered the 
theory of bookkeeping, knows how to handle simple, original 
entry books, can post all entries to secondary books, and handle 
the ordinary accessory records. In the opinion of many of the 
teachers, a bright pupil can then take charge of a set of books 
in an ordinary retail business. 

By I the end oT the second year, quoting several successful 
teachers : 

"They are not accountants, but they are good practical book- 
keepers." "They can handle corporation books and are able to 
do independent bookkeeping. They have some training in bank- 
ing." "Our pupils can take charge of a set of books." "They 
have had training in wholesale as well as retail business." 

The instructors, without exception, disclaim all pretention 
to classifying their two year pupils as accountants. They all 
assert that greater maturity of mind and more training than 
it is po.=sible to give them in two years' time at their age is 
needed to qualify them to assume this title. In its proper pro- 
fessional sense, accounting calls for discrimination and judgment 
developed and ripened by observation and experience beyond the 
reach of two year high school pupils. For educational values, 
bookkeeping must be credited with disciplinary possibilities of 
a high order. It demands accuracy in classification, recording 
and computation, neatness in execution and order in its practice. 
Errors may not be erased and can not long be hidden. It is the 
opinion of the committee that the work in bookkeeping in our 
high schools is a credit to the school system. The critical attitude 
of the teachers toward their own work is a sign of progress. 

Since business offices now generally are supplied with com- 
puting machines, it is the opinion of the committee that the 
commercial department of each school ought to be provided with 
at least one adding or computing machine, and that the pupils 
in bookkeeping ought to learn how to use it. Often one of the 
first duties a graduate is asked to perform is to operate some 
such machine and it is disconcerting to be unable to fulfill the 
first requirement. 

The committee also begs leave to make the further recom- 
mendation that better provision be made for the teaching of 
I'enmanship. It is true that it is not a cultural study, but com- 
mercial subjects are chosen, not primarily for their culture, but 



196 PUBLIC SCHOOLS. 

for their practical bread-winning value. Commercial work is 
vocational, and it must meet the demands of employers or it fails. 
There is a vast difference in the estimation put upon penman- 
ship by the employers of our pupils and that put upon it by 
some teachers. Both employer and teacher may disregard the 
opinions, each of the other in this matter; for the employer may 
continue to employ only those whose writing is up to his standard, 
and the commercial department is an established fact. But to 
the youth seeking a position, this insistence on the one hand 
and disregard on the other may become a matter of serious 
import. 

Stenography and Typewriting. 

A very high degree of efficiency is attained in the subjects 
of stenography and typewriting. The percentage of pupils taking 
those subjects varies with the locality. In those schools where 
the pupils are mainly preparing for college, ten per cent are 
enumerated in Commercial Courses, while in those schools whose 
pupils expect to get more quickly into business, as many as thirty- 
five per cent are found in such classes. 

The quality of teaching is universally excellent. At the end 
of the first year, pupils are able to take slow dictation and to 
transcribe accurately. Many pupils through necessity leave at 
the end of the first year, and are able to do work sufficiently 
well to fill positions acceptably where the correspondence is 
limited and not difficult. The committee dictated letters to 
second year pupils which they took down in shorthand at the 
rate of eighty words per minute. Some of these letters were 
technical, yet the pupils transcribed them accurately and made 
letters which were correct in form, spelling and punctuation. 

Graduates of the two year courses have no difficulty in obtain- 
ing positions. All of them are taking the work with the idea 
of using it, either in busines or in taking lectures. None of them 
take up the work as an easy way in which to earn credits. 

The equipment in some schools is not good, but is being 
rapidly improved. The work would be more efficient if provisions 
were made to reorganize classes every six or eight weeks, per- 
mitting those who are doing well to go on, and turning back 
the slower ones to review and pick up lost ends. 

In typewriting, the touch system is the only one taught. 
Pupils have no difficulty in using their machines with6ut"Turn- 
ing their eyes away from the notes. A variety of typewriters are 



REPORT OF THE SUPERINTENDENT. 197 

used, covering all of the kinds commonly found in business 
houses. 

Teachers and pupils alike are to be commended for their 
serious and business-like attitude toward these subjects and for 
the efficiency attained by the pupils at the end of the course. 

Business English. 

Your committee found, among the teachers, a practical 
unanimity of opinion namely, that pupils who attain a knowl- 
edge of Business English or an ability to use English effectively 
for the purpose of transacting business, do it through the study 
of English literature and the practice of English Composition. 
Apart from the form of an ordinary business letter there is, so 
far as the committee could discover, no teaching of Business 
English that differs from any other English. Having spent some 
time considering whether or not there should be such a well 
defined course, your committee has concluded that there is just 
one way in which it might be instituted. 

Granted that every business engaged in today has a vocabulary 
and a method of procedure more or less peculiar to itself, some 
of which might be grasped by the pupil still in school, and be 
to his advantage, the way to start him along that line is to induce 
him to do laboratory, or research, or survey work in as many 
industries as his time and circumstances will permit. 

Before he can write in terms of any industry or business, 
he must think and speak intelligently in those terms. In order 
to do that he must have some acquaintance with the business. 
In our opinion the nature or size of the business does not matter. 
If we could first of all persuade our young people that they, each 
day, perform many simple acts that are in the nature of business 
and that can be regarded and analyzed as to their success or 
otherwise, and the causes that produced the success or the lack 
of it, we have already attained one point, — a more sympathetic 
attitude toward the work in English. 

Your committee recommends that more of the time in 
English be given to oral expression; to the reproduction of matter 
read; to oral discussion of topics given; to debates; to correction 
of sentences lacking in clearness; to the arrangement of sentences 
as to sequence, — all with a view to the gaining of power in main- 
taining a proposition in the face of opposing arguments. 

Spelling. 

All the schools are giving particular attention to spelling. 
Sets of words are studied by writing them in columns, by using 



198 PUBLIC SCHOOLS. 

them in sentences, and in letters and business forms. A proof 
of the effectiveness of this work is shown in the fact that in the 
many transcripts examined by your committee, it was rare to 
find a misspelled word. 

Penmanship. 

The penmanship of pupils entering high school has improved 
greatly from year to year since the introduction of the muscular 
system of writing, so that now in the upper grades illegible pen- 
manship is the exception rather than the rule. The finger move- 
ment is natural to little children, but, w'hen the muscular system 
has once been thoroughly mastered, it is persisted in whether 
supervised or not. 

The Commercial Course as it now stands calls for instruction 
in penmanship for all students taking it, whether Bookkeeping 
or Stenography is their major. This has produced very fair 
results, as credit is refused until the penmanship is at least fair. 

Legibility, the first and most important requisite in pen- 
manship, was evident everywhere. Considering the fact that so 
little time is allotted to supervised penmanship and that in most 
of the work the writing itself is entirely subservient to the subject 
matter, we feel that its importance should be emphasied by all 
teachers. 

Business Arithmetic 

Business arithmetic is largely computation. It does not 
involve any new or abstruse learning. It requires accuracy and 
rapidity. It might very safely be classified under exercises in the 
four fundamental operations in integers, common and decimal 
fractions, percentage involving discount and interest, and more 
or less extensive work in mensuration. Your committee found 
that in practically every school much time was given to drill 
in some or all of these subjects. While it is manifestly impos- 
sible to give specific instruction in all of the details encountered 
in the business world, nevertheless an attempt is being made to 
teach particularly those subjects which are used universally in 
business offices. 

It is the opinion of the committee that those teachers who 
are giving daily oral and written drills for quick and accurate 
results, together with problems requiring an exercise of the 
reasoning power, in the topics enumerated, are about as near 



REPORT OF THE SUPERINTENDENT. 199 

to the practical teaching of this subject as it is possible to 
approach it 

In Conclusion. 

The chairman sent the followinj; questions to about a hun- 
dred of the business firms of the City, selected somewhat at 
random : 

1. Have you had or have you now in your employ in the 
clerical department of your House any graduates of the com- 
mercial department of our high schools? 

2. If so, have they proved reasonably adaptable to your 
needs? 

3. Have you found them well grounded in the principles 
and practices of tlie business world? 

4. Did they bring habits of promptness and neatness to 
their work? 

5. If stenographers, was their knowledge of spelling, punc- 
tuation, capitalization, and diction dependable? 

6. Have they evidenced ability to meet emergencies? 
About half of those to whom the letters were sent responded; 

and those who had had our young people in their employ, with 
a single exception, expressed entire satisfaction with their work. 

On one of the sheets, after answering "yes" to all the queries, 
the manager wrote in the margin: "Immeasurably superior to 
any other employes of the same age and experience." But one 
who declared that he has not had any of these in his employ 
volunteered the following judgment: "The public school product 
cannot spell, — figure easy bills or write a decent letter — from 
a business point of view their education is wasted — we have to 
take them and train them ourselves — Your Methods Must be 
Wrong." Your committee is not informed as to how this judg- 
ment was reached. 

The following letter is in great contrast to the above in the 
attitude of the business man towards the graduates of our com- 
mercial department: 

"On the enclosed blank, I have endeavored to answer ques- 
tions relative to your pupils to the best of my ability. It has 
been our good fortune to employ a very large number from the 
public schools within the last two years. On the whole, they are 
entirely satisfactory. Commercial departments have shown a 
marked improvement during the last eighteen months. Your 
graduates now seem better prepared and better fitted for their 



300 PUBLIC SCHOOLS. 

work than any from the private business colleges. You are at 
liberty to use our name in connection with the questionnaire, if 
you see fit. Yours truly, 

Sears, Roebuck & Co." 

The following from a firm doing a large business, who have 
not had any of the graduates of the high schools in their employ, 
is decidedly interesting: 

"In response to your letter of inquiry of March 13th, seek- 
ing information concerning the graduates of the Commercial De- 
partment of the high schools, I wish to advise that we have none 
of these young people in our office at the present time. About 
the early part of February, someone from the Board of Education 
called us on the telephone, directing our attention to the class 
graduating in February and asking if we would be interested in 
placing any of the graduates. We stated, then, that our office force 
was complete, but that we would be very glad to receive applica- 
tions for any possible vacancies. The writer personally interviewed 
a number of the applicants and was very favorably impressed with 
their knowledge of clerical and office requirements; and if we have 
any openings in the near future, they will be given first consid- 
eration." 

These responses answer afiirmatively the question as to 
whether our graduates in stenography are able to take dictation 
at a reasonable rate of speed, to spell correctly, and to punctuate 
according to established usage. Transcripts of work dictated by 
the chairman to the senior class in all of the high schools are 
on file in his office, 830 Tribune Building, for the inspection 
of any one sufficiently interested to inquire. 

Some of the responses reveal the natural dislike of business 
men to change. One manager wrote: "We have never had young 
men from the commercial department of our high schools. We 
prefer young men from business college." To be sure, were 
that preference universal, there would be no opportunity for 
our young people to prove their efTiciency. But that it is not 
universal, is shown in the fact that our graduates are placed 
as soon as they are free from school, — many being under pngage- 
ment weeks before their graduation. The demand is outrunning 
the supply. This ought to tell whether the graduates are doing 
satisfactory work. Many of the schools have kept track of all 
their graduates in the commercial department and can show 
any one who desires it the career of each pupil since his gradu- 
ation. It would be a revelation to some who deny the ability of 



REPORT OF THE SUPERINTENDENT. 801 

our schools to fit for the business world, to look over their records 
and verify their truth. 

Henry G. Cox, Chairman, 

Mary G. Gostello. 

Teacher Ericsson School. 
Ida L. M. Fursman, 

Head Asst. Linne School. 
Mary G. Guthrie, 

Prin. Knickerbocker School. 
Wm. r. Hornbaker, 

Prin. Smyth School. 
Abigail M. Hunt. 

Prin. Kenwood School. 
Agnes W. O'Brien, 

Head Asst. Willard School. 
W. D. Smyser, 

Prin. Brentano School. 
Elizabeth G. Sullivan, 

Teacher Cooper School. 
Sarah G. Thomas, 

Teacher Beidler School. 
Veronica Whelan, 

Teacher Tennyson School. 



202 PUBLIC SCHOOLS, 



VOCATIONAL WORK IN HIGH SCHOOLS. 

The committee appointed to make a survey of the voca- 
tional work in the high schools has visited and car'efully in- 
spected the shops and drawing rooms in the nineteen schools 
where vocational work is carried on. In this inspection three 
phases of the work have been noted; a general view, covering 
discipline, interest and the nature of the work done; the pupil 
with regard to his development of power and initiative and the 
motives which influence him; the teacher, with regard to per- 
sonality, care of implements and material, and the results ac- 
complished in handling classes and individuals. 

The members of the committee were impressed and pleased 
with the splendid discipline that prevails. A fine spirit is gen- 
erally noticeable, based upon interest in the work and loyalty 
to the school. We found the equipment as a rule ample, often 
lavish; the necessary material at hand in abundance, and well 
prepared plans and methods in general use. Pupils are prepar- 
ing for professional courses in higher institutions; some for 
work in the trades or industries ; some for usefulness to them- 
selves and others; some take the work for its cultural value. 

In three technical high schools, the 3112 pupils are all in 
vocational courses. About 45 per cent of the young men are 
planning for higher professional training; practically all the rest 
will enter the trades, largely in office and administrative posi- 
tions. Of the girls, one third have in mind professional training, 
about one third enter the trades and about one third help at home 
after leaving school. 

In sixteen academic high schools, 4,045 pupils out of a mem- 
bership of 17,007 are in vocational courses. An estimate by pupils 
and teachers is as follows : 

Influenced by the professional ^y^^^ ^^^^ ^j^^ Sew'g. Gook'g. 

motive 369 258 97 165 152 

Influenced by the industrial 

motive 295 41 88 53 7 

Influenced by the utilitarian 

motive 253 38 72 1045 535 

Influenced by the cultural 

motive 176 105 17 137 132 

Totals 1093 452 274 1 400 826 



REPORT OF THE SUPERINTENDENT. 803 

The teachers impressed us, in the main, as a body of strong, 
capable men and women, greatly interested in their work and their 
pupils, giving generously of their time and their best efforts and 
training the boys and girls to think independently and quickly. 
Some of them have the additional faculty of inspiring their pupils 
with the joy of service and a pride in the work that lifts it above 
mechanical drudgery. 

Woodshops. 

The work of the first ten weeks is called joinery and (he art of 
making a good joint is the final test of the pupil's ability. Furni- 
ture making comes next and all boys enjoy intensely this part of 
the work. They are all allowed to take home the finished product 
upon paying for the wood. Many a home has an excellent Morris 
chair, piano bench, or other article that represents a money expen- 
diture of a dollar or two only, but many thoughtful hours of labor 
on the part of the young man of the family. Wood turning and 
elementary pattern making, with lectures on matters pertaining 
thereto, follow and in the second year advanced pattern making is 
taken up, the pupil actually making the patterns used in the foun- 
dry by himself. 

We have found this work going on in all the schools accord- 
ing to their equipment and consider it excellent throughout the 
whole system, though varying considerably in scope. 

An effort to acquaint the boys with commercial shop methods 
is made in some of the schools. In one shop the group system 
of foremen and workers is being tried out. There are several 
groups and a healthy spirit of competition exists among them. 
Products are turned out in large number and commercial stand- 
ards of technique are maintained. Care of material and tools, and 
a neat condition of the shops is required and this is an important 
item in the education of the boys as future industrial workers. 
Pupils gave various reasons for taking the work; some will become 
carpenters, cabinetmakers, etc.; some desire the training to enter 
higher technical schools. Teachers are generally good, practical 
men. 

Iron Work. 

In the foundry, boys are taught to prepare the sand, make the 
molds and pour the melted brass, aluminum, or iron. Habits of 
mental and physical aJertness are developed. At the time for 
pouring the boys worked as steadily as men and seemed ready for 
all emergencies. To correlate the work of different years and 
kinds, boys here make ornaments to mount on wood-work made 



204 PUBLIC SCHOOLS. 

the year before, or make castings to be finished later in the ma- 
chine shop or to be used in the electric shop. Ventilation in many 
foundries and forges is poor. Gases are not carried off well. 

The articles made on the anvil are useful and the boys gain 
technical knowledge as well as skill in their production. After 
making hasps, chains and the like, they are allowed to make more 
pretentious articles, such as andirons, garbage burners, and bent 
iron articles. Each boy pays for the material used, and the ar- 
ticles belong to him. 

In the machine shop boys first learn the mechanism of the 
machine, the method of running it, and the dangers to be avoided. 
At first all work on the same simple task, but later each is allowed 
to undertake a special problem. Articles made are gasoline en- 
gines, repairs for machines, etc. The boys work steadily on when 
a teacher is occupied with visitors. In some of the schools the 
equipment is not complete and the classes are small. At one the 
boys seemed to be doing the work because it was required. Few 
could tell what vocation they would follow or why they were taking 
the technical course. 

Much greater enthusiasm is found in the technical schools 
where all pupils are taking the vocational course. Projects are 
more ambitious, as lathes, engines for automobiles and motor 
boats, vacuum cleaners, scale beams and parts of machines in use. 
Correlation between the various shops and the drawing department 
is complete. Drawings and blue-prints for the advanced problems 
are carefully made, patterns for the various parts are constructed 
in the pattern shop; from these, castings are made which are 
dressed and otherwise prepared in the machine shop where other 
needed parts are made and the whole assembled and tested. The 
forge and machine shop develop individual capacity and self reli- 
ance, whereas the work in the foundry develops team work and 
community spirit. All these activities develop self control, quick- 
ness of perception, judgment, manual skill and some artistic ap- 
preciation. Professional and industrial motives prevail here. In- 
structors are practical men, many of them enthusiastic in their 
lines. 

Electrical Work. 

Work in the electrical shop is carried on at seven of the high 
schools, but in the two technical high schools the equipment is 
80 superior as to put them in a class by themselves. At one school, 
the recitation was a lecture; pupils showed intelligence and initia- 
tive when put at laboratory work, but the class was too large and 
there were more lookers-on than workers. At another, the shop 



REPORT OF THE SUPERINTENDENT. 205 

has not been I'ully equipped; with some pupils the interest was 
intense, with others only fair. At another, the pupils are helping 
to install some of the new equipment under direction of the teacher. 
At another, two basement rooms are in use; pupils receive prac- 
tical instruction in wiring for bells, lights, etc., and in handling 
and testing motors. At another, the shop is small, though fairly 
well equipped; the interest seems to be waning and it was felt 
that the expense was out of proportion to results. It is our opinion 
that really good results in electrical shop work can only be secured 
in schools where there are well equipped machine shops. 

At the technical high schools the shops have been in operation 
for several years, so that considerable advanced work, as well as 
beginning work, is being done. At one school pupils were at work 
on motors, all the parts being constructed by them and the motors 
assembled and put to work. They showed growth and power and 
required very little help from the teacher. Systematic care and 
neatness were noticeable. All tools and material are in the care 
of pupils appointed for that purpose, who pass them out on request 
and receive them and check up at the end of the period. All ar- 
ticles made are for use in the school or in the homes. The in- 
structors are experienced and practical men. At another technical 
school the equipment is ample and the correlation of the work 
with that of the wood shop, foundry and machine shop, is excellent. 
Pupils were engaged in making and testing all sorts of meters, 
resistance boxes and the like. Several had made and set up good 
working motors, not only knowing how to make the articles, but 
understanding their working and economic use. All pupils were 
interested and alert; note books were kept very well, showing 
accuracy in spelling and English and neatness in drawings and in 
general style. In every exercise there was a definite purpose and 
genuine interest and pride in the work. Tools and materials are 
cared for by pupils as described above. The instructors are very 
capable and handle the work in a masterly way. Pupils in this 
department of the technical schools are preparing for higher tech- 
nical training, leading to professional positions, or for securing 
employment in the various electrical trades. 

Sewing. 

Glasses conducted by eighteen teachers were visited and of 
these a single one was considered only fair. On the whole, the work 
is of a practical nature, including the making of general household 
articles and personal wearing apparel. At the technical high 
school for girls, sheets, pillow slips, night gowns, and other articles 
are made for the Parental School and articles for the school lunch 



206 PUBLIC SCHOOLS. 

room, as towels, aprons, caps, and dish cloths. In most of the high 
schools some practical training is given in textiles to enable pupils 
to distinguish texture and value of materials, and they are require<l 
to compute the cost of all articles made. Many of the schools have 
classes in millinery, in which pupils make hats for themselves. 
We saw many of these and found them remarkably good in style 
and appearance and made at surprisingly small cost. In some of 
the schools, work is done in pattern drafting to develop confidence 
in using and modifying purchased patterns, and in designing and 
making original ones. 

The work in sewing and millinery in the high schools neces- 
sarily develops technique. We believe that it also develops in 
the pupils the power of concentration, industry, and economy and 
establishes aesthetic standards. Work rooms are everywhere 
neatly kept and implements and materials well cared for; in only 
one the lack of sewing machines was noted. The great majority 
of the girls are taking these courses for the practical personal 
benefits to be gained — immediate and future; a few intend to be- 
come teachers. In five schools a distinct effort is made to correlate 
the work of the Art department and that of the sewing and milli- 
nery classes. In one school the art training begins wih the clay 
modeling, and is followed by posing and drawing the human form, 
study of historic costume and its adaptation to present styles. 
This ends with the pupil's making and wearing the modernized 
costume. 

A much closer correlation between the Art and the House- 
hold Arts departments in all the schools would bring more satis- 
factory results. The work in the first year of the high school should 
have for its foundation the work done in the elementary grades. 
In most high schools it receives little recognition and no credit, 
and the first year's work is largely a repetition of that in the 
grades, instead of advanced work. 

Kitchens and Laundries. 

The interest was good or excellent in all of the schools. The 
practical character of the work is shown by the topics under dis- 
cussion — "The Use of Milk as Food," "The Chemistry of Bread- 
making," "Food Preservatives and Cold Storage," "Food Prepara- 
tion and Dietetics." Classes were making bread, beef hash, cream 
puffs, omelets. Practical lessons in buying food and in prepar- 
ing and serving lunches are given. At the technical high school 
for girls, pupils of the second year prepare the school luncheon 
and so have pratice in cooking in large quantities. The lunch 
room is self-supporting, in addition to affording valuable training 



REPORT OF THE SUPERINTENDENT. 207 

for the pupils. Classes specializing in this subject have four years 
of work and during the last two years devote ten hours a week 
to it. One pupil is preparing to be a caterer, others expect to be 
teachers of cooking in the schools. At another school a class of 
seniors prepare their own luncheon. Each girl in turn is the house- 
keeper, does the buying and keeps a careful account of the cost, 
which must not exceed ten cents per pupil. The girls are learning 
to prepare the food for a large number, to determine food values 
and relative cost. At another, luncheon is prepared in the same 
way, but the limit is five cents per pupil. At one school, the 
dining room has been partly furnished from the sale of articles 
cooked by the pupils. Teachers in this department are strong, 
capable and enthusiastic. With some exceptions, the kitchens 
are well equipped and attractive, and the implements are well 
cared for. In some of the older buildings, they are in basement 
rooms and with insufficient light. Contrasted with these, the finer 
equipment at the new buildings seems splendid and elaborate. 
Pupils choose cooking from love for the work, a desire to make 
good records, to fit for helpfulness and to help in home making, 
and to prepare for teaching. The cooking classes seem not so 
popular, nor the the girls so enthusiastic in the best residence 
neighborhoods as in the so-called less favored districts. If this 
is true, the most skillful teachers should be secured for schools 
in such neighborhoods. 

The laundry at the technical school for girls is the only one 
in use. Pupils were observed during a lesson on the washing 
of woolens. The discipline was excellent, interest strong, work 
very practical. After a full discussion of the nature of wool and 
the necessary precautions against shrinkage, the pupils went to 
the tubs and made practical use of the instruction received. 
Washing fabrics of all sorts, bleaching, removing stains, ironing, 
etc, are handled in the same way. 

Printing. 

We found printing carried on as a regular part of the work 
at one of the technical high schools where there is a fairly good 
equipment for ordinary job work. Two teachers are kept busy, 
and it is an interesting and useful department. Quite a number 
of pupils observed at work showed a mastery of details and a 
degree of initiative which will presently fit them to act as shop 
foremen. We believe that the printing of many of the blanks in 
general use throughout the system and supplied by the Board of 
Education might be done here. 



208 PUBLIC SCHOOLS. 

Apppentices. 

About two hundred and lifty carpenters' apprentices were reg- 
ularly at school, as required by their union, during the first twelve 
weeks of the calendar year. In the wood shop the younger pupils 
were occupied with individual problems and their work impressed 
us as careful, accurate and generally good. The shop work of the 
advanced classes was practical and on a surprisingly large scale. 
There were roofs of various styles, including one for a good size 
bungalow, a complete garage — built in sections for removal to the 
premises of the purchaser — stairways of various designs and many 
well-constructed articles of furniture. Evidently the young men 
value their opportunities. A eplendid spirit prevails, and it was 
easy to mark the growth in power and in poise that comes with 
their progress through the four-year course. 

Electrical apprentices, about fifty in number, attend one tech- 
nical high school, coming in three sections, one-half day weekly. 
At another, some one hundred twenty plumbers' apprentices 
attend, in five sections, one-half day per week. Mathematics, Eng- 
lish, drawing and shop work occupy their time. One section vis- 
ited was in the hands of a capable teacher and the pupils were 
making verbal reports concerning a visit at a plant manufactur- 
ing plumbers' supplies. Their statements, though often faulty in 
English, showed clear thinking and their willingness to respond as 
called upon and to do their best was most interesting. 

Summary. 

We have found no general defects in the vocational work in 
the high schools, but numerous local shortcomings, as indicated in 
the foregoing reports. A few teachers, temperamentally as a dis- 
advantage or lacking in teaching ability, are failing to obtain the 
best results. Some poorly lighted, crowded and inconvenient shops 
make the work in them especially difficult. In some of the schools, 
the brightest and most ambitious pupils choose other courses, so 
that the work done in the shops falls below the general standard 
of the school. In class exercises and lectures, the vocational 
teachers appear at a disadvantage. The pupils' recitations are 
generally of the memoriter type and lacking in "go" and general 
interest. 

The vocational work in the high schools impresses us as being 
generally excellent and among the good features are : 

The splendid opportunities for individual expression in the 
planning and working out of definite and worth-while problems. 
Pupils who by their own thought and labor have made a chair, 



REPORT OF THE SUPERINTENDENT. 209 

a pair of andirons, a vacuum cleaner, a school dress, hat and 
underwear, or who have prepared and served a meal, have accom- 
plished much for their all around development. 

The valuable training that results from working on group 
problems. Among these are a table lor the school library; a lectern 
for the hall; furniture for the dining rooms; wiring boards and 
stands; a 2-cycle three horse power marine engine; an Oliver lathe 
No. 19 (listed at $75.00) ; Christmas garments for needy children; 
a luncheon for fifty pupils from an elementary school in a poor 
neighborhood. 

The opportunity for following one's bent and developing ability 
in special lines. Many pupils are eager students of wireless teleg- 
raphy; a dozen or so have self-made outfits in good working order. 
Others are interested in aeroplanes; two pupils have won prizes 
for models made by themselves. Other activities of this sort are 
the building of hydroplanes and other motor boats; experimenting 
in concrete construction; catering at home and for friends; making 
hats and dresses for mothers and sisters. 

For improvements in the work we suggest the following: 

A systematic arrangement for conferences of the teachers of 
the special lines of vocational work seems to us desirable. While 
the individuality of the teacher should always be dominant, much 
is gained by conference and discussion and the valuable results of 
experimentation should be public property. One teacher reported 
no visitation in five years; with numerous others about the same 
is true. 

A greater amount of co-operation between departments is de- 
sirable. The intimate relation of art to the making of hats and 
costumes, and to house and table decoration is apparent, yet we 
were surprised to find co-operation between these departments on 
the wane. Pupils find it tedious to work out their designs in ad- 
vance; they want immediate results. 

A large amount of note book work is necessary in some classes 
especially in household arts. At one school the drudgery of copy- 
ing from dictation is avoided by having stencils made by the com- 
mercial department from which copies for filing in loose-leaf books 
are supplied to pupils at small cost. The plan seems admirable 
and might be generally adopted with advantage. 

In all departments of vocational work, usefulness at home and 
elsewhere should be urged and encouraged. Especially in house- 
hold arts, the mastery of methods and the acquisition of some 
skill in their application should lead to active service for th*^ 
benefit of the family. Making and repairing wearing apparel; 
cooking, serving, and preserving; repair.*! and additions to furn- 



210 PUBLIC SCHOOLS. 

iture; home wiring and installation are among the possibilities. 
We believe that there should be a system for the recording by the 
teachers of all these outside activities and that due allowance 
should be made for them in estimating the work of the pupil. 
Edward G. Rosseter, Chairman. 
Esther J. W, Barker, 

Principal, Moos School. 
Frank H. Chase, 

Principal, Motley School. 
Nellie Fallon, 

Teacher, Flower Tech. High School. 
Horace N. Herrigk, 

Principal, Drummond School. 
Abby E. Lane, 

Principal, Garter Practice School. 
Gatherine F. Lynch, 

Head Asst., McAllister School. 
Margaret Madden, 

Principal, Haven School. 
Eleanor Mahaney, 

Head Asst., Burroughs School. 
Herbert L. Merrill, 

Principal, Cameron School. 
Walter F. Slocum, 

Principal Schurz High School. 



REPORT OF THE SUPERINTENDENT. 211 



VOCATIONAL GUIDANCE. 



"Teachers should be the sum of all trades and professions 
in their essences, for they must give out of themselves such 
things as will prepare children for any vocation." 

Vocational guidance is the organized directing of the child 
during his school life toward a definite career, and on leaving its 
shelter, specific counseling and supervision until maturity. It 
is more than spanning the gap from school life to the liberties 
of the wage earner. In its scope vocational guidance must study 
carefully the child's abilities and desires; it must understand 
the requirements, chances and remuneration of many occupa- 
tions. Knowing these, it must awaken the child to his own 
powers and show the way toward using those powers for his 
future livelihood, that thru careful instruction and keen interest 
he may choose that future life work wisely and well. Time 
was when the social and economic life of the teacher was that 
of the pupil. The pupil had intimate acquaintanceship with the 
duties which would devolve upon him later. This policy based 
upon a simpler social organization will not suffice today, for the 
moment we attempt to connect our schools with the present 
industrial life its complexity bewilders. In order to be beneficial 
the schools must know something of the influences of industry 
upon the people, of the educational and industrial activities being 
pushed by private initiative and by labor organizations, and of 
a score of activities hitherto considered outside the province 
of the teacher and school administration. 

During this survey we were surprised to find how little 
definite information was available to the instructor. The opinion 
is unanimous that some sort of a "follow up" system is necessary. 
With vocational guidance not only may the child be thoughtfully 
and persistently followed up, but a record of his failures, en- 
deavors and successes may be judiciously kept for the sake of the 
extremely valuable information which will guide those who later 
come to choose a life career. It affords an opportunity to profit 
by the experiences of others. A specifically designated centra! 
bureau should take charge of this work. That vocational 
guidance may be successful, the school must make a closer study 
of the child than it has thus far done and it must have closer 
OG-operation with outside agencies to be competent to give advice 
and information. A school system that turns out thousands of 
pupils each year without a careful understanding of the require- 



213 



PUBLIC SCHOOLS. 



ments of the age and of the problems to be met is like a factory 
that turns out thousands of beautiful vases each year with no 
regard for the market. A shrewd business man would certainly 
study the market before he built and equipped his factory. Owing: 
to the present complex conditions of industrial life and without 
vocational guidance the youth blunders into jobs with the odds 
against his finding suitable employment. The work of the school, 
then, is not complete when it simply offers various kinds of 
training; it must help the pupil to discover which kind will meet 
his needs. Education of today must not only give some con- 
ception of the variety and significance of the world's work, 
but it must assist in the discovery of aptitudes for such work. 
Every worker should have a chance both for the good of society 
and his own independent future to discover and develop to the 
full all his possibilities, for the adjustment of the individual 
to life is broader than the adjustment to vocation. Choosing 
wisely, the youth then has the satisfaction that comes from the 
sense of achievement, and experiences the uplift that blesses 
those who enjoy their work. 

Vocational guidance should not be confined to the upper 
grades of the school, since many do not reach those grades. A 
system of guidance should come when the child first shows 
individual characteristics which point out even obscurely the 
bent of his talents. Statistics prove that 43 per cent never reach 
the eighth grade and 49 per cent — one-half of the entire 
enrollment — do not complete the seventh. In answer to question- 
aires sent out by this committee as to whether the number who 
left school did so because of financial reasons, custom or loss 
of interest in study, etc., it appears that a great ma.ny pupils 
dropped out thru loss of interest. Parents on the whole, would 
be willing to make further sacrifices if they could be shown how 
much better equipped their children would be with more training. 

Total Number of Age and School Certificates Issued From May 5. 
1913, Through April 24, 1914. 

This is a report of 262 schools. 
Boys Girls Total Boys Girls Total 



First Grade.. 14 


12 


26 Seventh Grade 2470 


1527 


3997 


Second Grade 137 


29 


266 Eighth Grade.. 3877 


2732 


6572 


Third Grade.. 189 


130 


319 Ninth Grade... 657 


278 


935 


Fourth Grade. 510 


354 


864 Tenth Grade... 259 


153 


412 


Fifth Grade. .1359 


742 


2101 Eleventh Grade 56 


35 


91 


Sixth Grade. 2030 


1232 


3262 Twelfth Grade 15 
Grand Total 


13 


28 




18873 



REPORT OF THE SUPERINTENDENT. 213 

Vocational guidance does not proclaim itself as a panacea 
for all the problems of this complex age; neither does it mean the 
fixing of the occupation that a boy or girl should follow. Herman 
Schneider, Dean of the University of Cincinnati, says: 

"The degree of strength of human characteristics can never 
be measured as can the strength of machines. The mind of even 
the lowliest man is too subtle a thing to be catalogued. Hence, 
the limitations of vocational guidance. I am of the opinion that 
for the present, vocational guidance can only point out in which 
types of occupations an individual will in all probability not be 
successful." 

In its largest sense, then, vocational guidance should neither 
favor nor disfavor any class of pursuits, but carefully leave the 
child and his natural protectors to consider his needs, guiding 
toward permanent life calling. In order that the decision must 
come from within, the function of vocational guidance must be 
only to exhibit the work in which the boys and girls will take 
part. It must know the child, lead him to know himself, and let 
this information speak for itself. The responsibility will then 
rest upon those who make the decision. 

In the various high schools and in a limited number of 
elementary schools, we are giving both guidance to the child 
while at school and information of the many kinds of employ- 
ment which he may enter with profit on leaving. Its operations 
should be greatly extended so that every child, from his early 
years, should appreciate the day's work. 

"I would have the school define the aim of the child's life 
in lessons of his own natural endowment and possible attain- 
ment. The child has a right to this kind of guidance, the schools 
must give it, and what the school gives must be determined by 
sympathetic instruction along the lines leading to the goal." 

Dean Russell, Columbia Teachers' College. 

Even the strongest advocates of vocational guidance do not 
dream that all pupils will become skilled workers. For many 
it will mean only the directing into the least harmful employ- 
ment, but if ever the problem of the unemployed and unemploy- 
able is solved, child labor must be dealt with. Whatever the 
solution, whether through compulsory continuation schools, 
amendment to the child labor law, or improving work conditions, 
we must hold fast to the fact that we should conserve the child, 
admittedly the country's richest asset. 

Vocational training, a broader term than industrial training. 



214 PUBLIC SCHOOLS. 

is the setting forth of the skill and knowledge required in follow- 
ing all of the occupations, trades or professions, and furnishing 
opportunity for acquiring this knowledge and skill. It includes 
professional, commercial, agricultural, industrial training and 
training in household arts. Education today cannot afford to 
pick any one of these and place upon it undue emphasis, for, while 
everyone needs to be trained to work, to like it, and to do it 
well, it is the God-given right of every individual to make 
a choice for himself. The school system has felt the need and 
has responded with a marked degree of success to the wants 
of those who have the time to avail themselves of all the 
opportunities offered. These advantages have developed their 
capabilities and resourcefulness in meeting efficiently the duties 
of their vocations as well as the duties as citizens and individuals. 
69 per cent of our elementary graduates enter High School. For 
those who leave school at the earliest opportunity, we must 
provide in addition to reading, writing, and arithmetic, a further 
training toward increased earning capacity, correlating them so 
that there will be a fuller understanding of the relation of the 
individual to society and industry. We should be as interested 
in the requirements of entrance into industry as into college. 
Education, then, must not only be universal in that it opens its 
doors to all, but must be universal in giving suitable training 
to all. 

The general unrest and well-meaning agitation concerning 
the schools is only one phase of the widespread dissatisfaction 
with social life which follows too narrowly traditional lines. The 
introduction of industrial training is the first attempt to meet 
these conditions, but to some extent, we have failed to recognize 
its deeper underlying signflcance. We are now realizing that 
our industrial training is not a "side attraction," but represents 
a basic principle with a distinctly vocational aspect. It will 
attain to its highest usefulness, only, when it gives to the boy 
or girl a right understanding of his individual relation to the 
whole industrial world; for, indeed, the. school curriculum is but 
machinery organized to convey to the child an understanding 
of life and his relation to it. To this end geography, civics, 
economics and the rest teach the history of industry, the social 
significance of commerce and the newer vocations connected 
with public utilities and social service. The early training must 
be broad, but not superficial; the later training intensive, but 
not narrowing. 



REPORT OF THE SUPERINTENDENT. 215 

Possible Direction of Expansion. 

1. Extending industrial centers to every school. 

2. Salesmanship. 

(Fifty per cent of the girls employed enter the field 
of salesmanship.) 

3. Elementary art trades. 

4. Photography. 

5. Telegraphy. 

6. Agriculture. 

7. Pharmacy. 

8. Interior decoration. 

9. Landscape gardening. 

10. Drafting. 

11. Library Nvork. 

The success of the day industrial school of the present time, 
as well as the vocational school of greater scope toward which 
we are striving, depends on the selection of courses suited to 
community needs, and close co-operation with the trades for which 
the training is given. 

Some corporations in Chicago find it profitable to both them- 
selves and their employees to conduct classes in business arithmetic 
and English, special attention being given to business letter writ- 
ing, composition and dictation, as well as to courtesy, honesty and 
cleanliness. Special instruction is given pertaining to the 
technical features of these different commercial or industrial 
occupations to fit the ambitious for advancement. The co-opera- 
tion between the business world and the educational world is 
most encouraging. 

The situation presents to the school authorities an op- 
portunity to assume the leadership in a new movement of vast 
educational significance. The school is the one force of sufficient 
opportunity and strength to stand firmly on the ground that the 
individuality of the child must be respected and fostered. We 
must organize further machinery within our public school system 
to make sure we are fitting the child for the world's work. There 
must be an agency that stands between education and industry 
giving up-to-date and reliable information to both. The point 
of contact between the schools and the employing public seems 
to be a central vocation bureau with information and placement 
as its double aim. 

From May 5, 1913 to April 24, 1914 in Chicago reports from 
262 schools, 18,873 children left school to go to work. Many 
who leave school at fourteen finally find their way into the Jolm 



216 PUBLIC SCHOOLS. 

Worthy School and other correctional institutions. Many others, 
when they have outgrown their positions, must give place to 
younger hoys and at eighteen or twenty join the host of the 
unemployed, discouraged and unfit. This condition represents 
not only social crime but economic loss. 

The movement toward meeting this condition has been wide- 
spread. For several years Edinborough has maintained an educa- 
tional information and employment bureau which is able to efifec- 
tively carry on its work on account of the co-operation of the 
Board of Education and Labor Exchange. London, Munich, Glas- 
gow and other foreign cities have done much intelligent work in 
this direction. In our own country Boston was the first to organize 
a bureau. Social agencies and school board co-operate in doing 
effective service. New York, Buffalo, Cincinnati, Philadelphia, Min- 
neapolis, Los Angeles, Grand Rapids and Milwaukee have each 
formulated definite plans to suit local needs. A 1912 report on 
vocational training in Chicago made by a committee of the City 
Club calls attention to the need of vocational guidance. A number 
of the social organizations of Chicago have interested themselves 
in this form of service. Several of the department stores and 
firms which employ numbers have recognized the significance 
of the principles underlying this movement and have systematized 
this work. 

In our own public school system much excellent work has 
been done. The technical high schools in particular have been 
active in organizing their own bureaus. A well-developed per- 
sonal record card system is used in several of the elementary 
schools as well as in the technical schools. "Case" work is the 
method employed. The commercial department of the high 
schools is able to find satisfactory positions for many of its 
graduates by organized effort. In schools where the principal has 
a social interest, much actual guidance is given. In a number 
of schools the principals have recognized that education is not 
the end but the means to the end. In these schools the work 
is planned with vocational motive and special help given to 
individual pupils in securing employment after school hours. 
Vocational counsel in alumni and parent-teachers associations 
and social centers has been tried successfully and the further 
extension of this line of work is recommended. The Association 
of Commerce has a field representative giving his entire time to 
the vocational guidance of the school children. A considerable 
amount of attention is given to the i)roblem of the transition 
period between the elementary and the high schools. It has 



REPORT OF THE SUPERINTENDENT. 217 

become the custom for ttie high school to entertain as its guests 
the eighth grade pupils from the neighboring elementary schools. 
Principals and the student body of these high schools also visit 
the grammar schools and talk informally upon the opportunities 
the high school offers. A small pamphlet entitled "Why Boys 
and Girls Should Go to High School" has been distributed and 
has been helpful. There still remains much to be done in this 
line. Eighth grade teachers complain that there is a lack of 
definite information available as to high school courses. The 
literature often reaches them late in the year and the quantity 
is limited. 

The most far-reaching of any of the Chicago bureaus is the 
department of vocational supervision organized and supported 
by various societies and clubs in connection with the Board of 
Education. For full description see Report of the Superintendent 
of Schools, 1913, Page 204. A few statistics from this year's 
work of the bureau will give some idea of its extent. From 
October, 1913, to March 30, 1914, 1,442 applicants were received 
at the Vocational Guidance Bureau. 558 of this number were 
from the public schools; 211 applied for the first time; 189 were 
retained in or returned to school; and 412 were placed. 

This card is given to the child when he is sent by the Bureau 
to an employer: 

BUREAU OF VOCATIONAL SUPERVISION 

BOARD OF EDUCATION 

Telephone Central 3981 



To 

Address 



INTRODUCING 



Name 

Address 

who wishes employment in your establishment. Any assistance you may 
give him will be sreatly appreciated by this Bureau. 

Yours very truly. 

Date 

(Over) 



(Opposite side of card) 

"To the Employer: 

If you decide to employ the bearer we ask as a favor, that you will 
not discharge him without notifying this Bureau in advance, thus giving 
us a chance to remedy the difficulty or to find another position for him. 

We ask those whom we place not to leave a position without notify- 
ing the Bureau. 



218 PUBLIC SCHOOLS. 



Our object is to place permanently and well those boys and girls 
who are leaving school, and we ask your hearty co-operation. 

Very truly yours. 



Of the 300 schools, however, only thirty-seven have been 
reached by the counselors of this bureau. The number of workers 
is too limited. 

Although much of the work done is effective, we are failing 
to get the best results on account of lack of unity among the 
bureaus and the overlapping of work. Being so entirely individual 
it is difficult to say how extensive and effective it is. All who 
are interested can find employment, but unless all agencies, phil- 
anthropic, social and parental be brought into co-operation, much 
effort is wasted in collecting information and some may even work 
at cross purposes. Unless the work of vocational guidance is or- 
ganized under the care of the public school system and an au- 
thorized head appointed, these various agencies will fail in helpful, 
mutual appreciation and support. Energies can best be conserved 
and efficiency promoted by a single director supported by the 
authority and prestige of the Board of Education. Most cordial 
and intimate relations should exist between this Bureau and the 
compulsory education department, the factory inspector's office, 
the health department, and the juvenile court. "Vocational educa- 
tion and investigations of industrial opportunities are throwing 
out splendid girders toward each other, but the meeting of the 
two at the central arch will never be consummated until placement 
is part of the masonry." 

The survey committee recommends an organization of a 
vocational guidance bureau as- an integral part of the public 
school system supplemented by a placement bureau. 

To make effective the work of the allied bureaus, your com- 
mittee recommend certain changes in the present child labor law^ 

Section I reads, "No child under the age of fourteen shall 
be employed, etc." We recommend that this be changed to 
read: "No child under the age of sixteen, etc." This section 
provides only for children employed. Through a mere technicality 
many children that work are unprotected. First: children who 
engage in so-called "street trades," namely, selling gum or 
papers. We recommend in addition, "No boy under twelve and 
no girl under eighteen be allowed to sell at any time on the 
streets; in cities of 50,000 or over, no boy under sixteen be 
allowed to sell after 9:00 P. M." Second: children employed in 
the home. The home is exempt from the visit of the factory 
inspector. 



REPORT OF THE SUPERINTENDENT. 219 

Section II provides for a register showing name, age, and 
place of residence of each child employed between the ages of 
fourteen and sixteen. We recommend the same requirement for 
oil minors. 

Section IV provides for lilin, certificates. We recommend: 
"All minors produce and place on file such school and age 
certificates." 

Section V. Regarding issuing age and school certificates. 
At present the public school has a central issuing bureau located 
at the Jones School. All independent schools issue their own 
certificates from thoir own bureaus. 

We recommenf (a) "One central bureau shall issue all cei-- 
tificates." This -^^ould make it easier to enforce a uniform 
observance of r>. :es and make opportunties for evasion inore 
difficult, (b) "bach child shall pass a physical examinaiion." 

Mr. Raymond Booth, field representative ii' vocational 
guidance of the Chicago Association of Commerce . a statement 
to the Daily News, says: 

"With all the stress that is being laid upon iitai'y working 
conditions these days, practically no attention i.s being paid to 
the physical fitness of the prospective child employee. At the 
time of the granting of a work certificate^ certain age and 
educational qualifications must be met. but little or no heed 
is given to the health of ttie child. Many boys and girls leave 
school for work who are in no condition to undertake employ- 
ment of any kind." 

Mr. Oscar F. Nelson, Chief Factory Inspector of Illinois feels 
that the need of medical inspection is one of the most serious 
phases of the entire problem of child labor. 

Section VI requires proof of age. We recommend: "Birth 
certificates shall be presented at the time of the first enrollment 
of the child in school." Birth registration should be compulsory. 

Section VIII relates to educational requirements. We 
recommend : 

(a) "If age limit remains at fourteen a minimum of fourth 
grade work be required of normal children." 

(b) "II raised to sixteen, a minimum of sixth grade work 
should be required of normal children." 

(c) "To meet the cases of foreigners under sixteen, 'English' 
shall be inserted after 'read' and 'simple,' changing* it to, 'who 
cannot read English at sight and write legibly simple English sen- 
tences.' " 

Among the higher grade of employers, most of them demand 



\!20 PUBLIC SCHOOLS. 

at least seventh grade work, and the tendency is to raise the 
requirement to the completion of eighth grade. 
We recommend further: 

(a) "Before the certificate is issued the child shall present 
written evidence from the employer that employment has been 
secured." (b) "Before a certificate is issued each child must 
have interviewed the Vocation Bureau." (c) "In cases of financial 
need, temporary certificates may be issued to children between 
the ages of fourteen and sixteen not to exceed six months. In 
such cases the child must attend evening school or continuation 
classes while working." Provision should be made for scholar- 
ships for worthy cases- There are in Chicago at present private 
funds available for this purpose, (d) "Vacation permits may be 
issued to all over fourteen to include holidays and time after 
school." In cases of 216 children who secured working certifi- 
cates with the expressed intention of working only during the 
summer, 132 returned to school in September, the other 84 were 
lost. Hence the need of some system of temporary certificates. 
The necessity or renewal of such certificates will at least act as 
a check, (e) "Permits shall not be required for agriculture, 
horticulture and domestic labor out of school hours." (f) "Cer- 
tificates must be returned by employer to Vocation Bureau imme- 
diately upon the leaving of the children with reasons for such 
leaving. A second certificate shall not be issued until the first 
is returned." Employers must be made responsible for obedience 
to law — in cases of corporations, managers should be made respon- 
sible. The Parental School should have jurisdiction over pupil? 
up to the age of sixteen. 

Elizabeth W. Murphy, Chairman. 
Mary McMahon. 

Prin. Irving Park School. 
W. J. Harrower. 

Prin. Felsenthal School. 
George A. Brennan, 

Prin. Van Vlissingen School. 
Anna A. Gagan, 

Head Asst. Hamilton School. 
LoRT Brown. 

Teacher Cornell School. 



REPORT OF THE SUPERINTENDENT. 221 



PLAN FOR ORGANIZATION OF A BUREAU OF VOCATIONAL 

GUIDANCE. 

It is generally agreed by advocates of industrial education 
that some effective form of vocational guidance is necessary if 
boys and girls are going to tind that form of employment for 
which they are best fitted, and in which they may achieve success 
and profit, and if, on the other hand, industries are going to be 
recruited with efficient and contented employees. 

There is coming a more and more insistent demand from the 
industrial world that the schools should educate boys and girls 
80 that they will enter the industries with a higher degree of 
specific preparation and hence with an increased efliciency. With 
this demand comes also that for a more careful survey of the 
capabilities and environment of the children so that a more 
intelligent choice of a vocation shall be made. Undoubtedly much 
time and energy has been wasted by the lack of a scientific and 
adequate system of vocational guidance. If such a system could 
be organized and adopted by every school, a large proportion 
of the misfits and failures in the industrial life would be 
eliminated, and much of the individual and organized discontent 
which is now an alarming feature of our modern life would dis- 
appear. There would be a higher standard of civic and ethical 
responsibility and there would be at least no falling of! in the 
cultural standards that now prevail. 

The schools have always recognized the necessity of giving 
one kind of vocational guidance, in that the Grammar school has 
planned its courses to meet the requirements of the High school, 
and the High School to meet those of the College, which in turn 
has been recognized as the training school for the so-called learned 
professions. But now that the equal dignity and importance of 
the industries are coming to be generally recognized in the cur- 
ricula of all these institutions, the difficulty of individual selec- 
tion of a life work has become greater and more imminent. Since 
now, preparatory courses are limited for a large majority of the 
children to the Elementary school, a tentative selection must be 
made some time before the course is finished, in order that the 
child may not make a jump in the dark when he starts to work 
and probably enter a kind of work for which he has no fitness. 

Many people believe that the Compulsory Attendance law 



222 PUBLIC SCHOOLS. 

should be amended so that the children should not leave school 
to go to work until they are sixteen years of age, and the desira- 
bility of such a provision is obvious to those who have carefully 
studied the situation. Yet a recent court decision has shown 
that it is possible even now to retain all children in school until 
they are sixteen, unless they are required to go to work by a 
necessity which must be legally established. 

It is interesting to observe that where a system of vocational 
guidance has been introduced in the seventh grade, the tendency 
to leave school as soon as possible has decreased, and many chil- 
dren have been induced thru their stimulated interest to remain 
in school, when under the old conditions they would have 
left as soon as they had attained the legal age. Wherever such 
a system has been instituted, its results in increased interest and 
effiicency have become almost immediately manifest so that 
everywhere it is being adopted by Boards of Education, and 
developed rapidly to meet the constantly increasing demands. 

Vocational Guidance may be defined as the effort to give to 
each boy and girl the power to select wisely, and the opportunity 
to enter upon the work for which each is best fitted by ability and 
inclination. It is the part of the Vocational training to At him 
as far as possible to enter upon such work. In all vocational 
guidance work there may be recognized three distinct functions: 

(1) The work which is concerned with the study and training 
of the child in the school. This should include a study of his 
home conditions and of his physical and mental health. His train- 
ing should be directed along such lines that he shall gain a fair 
knowledge of the great industries of the community, their nature, 
and the opportunities they offer to those who wish to enter them, 

(2) A careful study of the industries of the community in 
order that there may be available for vocational advisers and for 
parents and others interested a body of vital facts relating to 
wages, opportunities for advancement and the necessary prepara- 
tion to enter them, social and hygienic conditions, etc. 

(3) A Placement Bureau through which boys and girls may 
be located in the position for which they are best fitted. Provision 
should also be made to keep track of the boys and girls after 
they have begun to work and to extend such friendly help as may 
be necessary and possible. 

Every system of vocational guidance must be so organized as 
to make provision for the development of each one of these 
functions as each is essential to the performance of efficient 
vocational guidance work. 



REPORT OF THE SUPERINTENDENT. 333 

The flrst provision for such guidance was made in Boston 
in 1908, and in that city it has been developed to a higher degree 
of efTiciency than elsewhere in the country. At the present time 
Vocational Guidance work has been authorized by the Boards of 
Education and organized with more or less elaboration in the 
following cities: New York, Philadelphia, Boston, Pittsburg, 
Buffalo, San Francisco, Milwaukee, Cincinnati, Minneapolis, 
Rochester, Grand Rapids, and in many other smaller cities. In 
Chicago, up to the present time, there has been no effort to in- 
troduce a general system of Vocational Guidance into the schools, 
altho many principals have worked along lines calculated to 
meet specific conditions in the schools with which they are con- 
nected and with noteworthy results. For a number of years 
valuable work has been done along these lines by organizations 
outside the schools, but necessarily their field of work is limited. 
Yet the remarkable results accruing from their effort and the 
constantly increasing demands made upon them bear witness to 
the necessity of a systematic and inclusive organization which 
shall be operated under the authority of the Board of Education. 

After a careful study of the work as conducted in other 
cities in this country and of the conditions which prevail in Chi- 
cago at present, your committee would respectfully recommend 
that a Vocational Guidance organization be perfected which shall 
consist of a Vocational Guidance Bureau to be located at the 
offices of the Board of Education, at the head of which shall be 
a Director, who shall be in general charge of the work, and at 
least one Vocational Adviser in each school in the city. 

The Vocational Guidance Bureau should consist of the 
Director and such professional and clerical assistants as the 
Director and Superintendent shall from time to time deem to be 
necessary. 

The work of the Director should include the following: 

(1) To advise, instruct and confer with the school advisers. 

(2) To plan and direct a system whereby each child who 
leaves school to go to work may be followed up, and such assist- 
ance and advice given him as he may need from time to time. 
Also to keep on file in his office such data gathered from the 
various schools as shall be of value for reference and consulta- 
tion. It is understood that the work undertaken by this Bureau 
shall not in any way conflict with or take the place of the work 
of the Compulsory Education Bureau. 

(3) To organize and maintain a Placement Bureau which 
shall be conducted under his direction, and to co-operate with 



224 PUBLIC SCHOOLS. 

industrial, social and philanthropic organizations outside the 
schools, in their efforts to place children in suitable vocations- 

(4) To give advice and help to such children as the School 
Advisers may refer to him. 

(5) As rapidly as possible to make surveys of the more im- 
portant industries, especially of those which employ young 
people between fourteen and sixteen and to have the results 
printed in suitable form for reference and distribution. 

(6) To perform any other duties appertaining to his office 
which may from time to time seem necessary. 

The Committee recommends that the principal of each school, 
or some teacher appointed by him, shall act as Vocational Adviser. 

The work of the Vocational Advisers should include the fol- 
lowing : 

(1) To advise pupils who intend to go to work. To furnish 
information to pupils and parents as to opportunities in occupa- 
tions open to children. 

(2) To confer with the parent always before a school cer- 
tificate is given. 

(3) To make out the school certificate after conference with 
the parent and pupil and mail it to the Central Bureau. 

(4) To fill out in duplicate an informational card, one of 
which shall be mailed to the Central Bureau with the school 
certificate, and one kept on file at the school. This card shall 
contain such data as are necessary in advising and placing the 
child intelligently. 

(5) Acting in cooperation with tlie Compulsory Education 
Bureau to keep track of all children to whom work certificates 
have been given, to ascertain whether they are actually at work. 
where such work is and as far as possible the conditions under 
which they are laboring. This information should be entered on 
the pupil's card and kept at the school for reference. 

(6) As far as possible to keep in touch with the employers 
of children in the neighborhood and to advise the Central Bureau 
of needs and conditions in local establishments. 

(7) To attend meetings called by the Director and to per- 
form such other work as may be necessitated by the vocational 
demands of the schools. 

The Central Bureau should always act in harmony with the 
Bureau of Compulsory Education, both in reference to the "follow 
up work" and the issuance of work certificates. In all cases 
where necessity arises the powers of both departments should 
be concentrated to accomplish the observance of the law, and 
consequently the highest interests of the child. 



REPORT OF THE SUPERINTENDENT. 235 

In conclusion it sliouid be said that Ihe Gommittee does not 
expect that the organization outlines shall bo perfected at once 
in all details, but the plan is presented as an idealtoward whioh 
we may work as rapidly as may be. 

Charles W. French, Chairman. 
Cora Caverno. 

Prin. Copernicus School. 
Thomas C. Hill. 

Prin. Curtis High School. 
M. Therese Norton, 

Prin. Thomas School. 
Hannah Schiff, 

Prin. Mulligan School. 
Frank W. Stahl. 

Prin. Gary School, 
Daniel Tear. 

Prin. Gladstone School. 
Alma M. Wlilard, 

Prin. Brownell School. 



326 PUBLIC SCHOOLS. 



SPECIAL SCHOOLS. 

Under the title "Special Schools" five different kinds of chil- 
dren are given special training in the public schools of Chicago — 
namely, the subnormal or backward, the blind, the epileptic, the 
deaf and the anaemic. To carry out the survey of these divisions 
the committee, which was composed of twelve members, was di- 
vided into five groups, each of which was assigned certain schools 
including at least two of every class. In all there were ninety-six 
special divisions, forty-six for the subnormal, sixteen for the 
anaemic, three for the blind, twenty-nine for the deaf, and two 
for epileptics. All of these divisions were visited by one or more 
members of the committee, and as a consequence every member 
secured acquaintance with each kind of special schools. 

Special Centers for the Blind. 

Centers; Instruction for the blind is given in three school cen- 
ters — the Jahn on the north side, the Ericsson on the west and 
the Felsenthal on the south. According to the census of 1912 
there were 259 blind children in Chicago. Only about fifty were 
enrolled in classes for the blind. The committee, however, was 
not able to ascertain how many of the 259 were children of school 
age. The expense of carfare, not only for the blind children, but 
for the companions when such are necessary, is defrayed by the 
Board of Education. There are no special centers for the high 
school pupils, the blind children graduated into the ninth grade 
being prepared to enter the high schools of their districts on a 
footing almost equal to that of the seeing pupils. 

Aims: To give to the blind child the opportunity of growing 
up in a natural environment and to provide him such training 
as will enable him to mingle later on in the business and social 
world as nearly as possible like a normal member of society. 

Plans: The room for the blind at each center is in charge 
of a special teacher, but the time of the pupils is divided between 
the work in the special room and that of the regular grade class 
rooms, the work in the special room being of necessity largely 
individual and supplemental. For the first year or two the blind 
child spends his time almost entirely in the special room, but after 
he has mastered the Braille print and has gained enough confidence 
and self-control to go about the building, he becomes an active 



REPORT OF THE SUPERINTENDENT. 327 

member of the school community. As he advan, )s through the 
grades he passes more and more of his time in tiie regular class 
rooms until in the upper grammar grades he comes to the special 
room only for preparation of home lessons and for occasional 
special assisatnce. 

Equipment: Each center has been furnished with one type- 
writer, a Braille writer, number slates, Braille slates and Braille 
text books. At the expense of the Board of Education the Braille 
books are made in the printing office of the Felsenthal School, 
where brass plates of the texts are kept. When the plates are not 
available, the teachers themseleves make the books on the Braille 
writer. 

The blind pupils in the high schools are materially handi- 
capped by the fact that not all their texts are furnished in Braille. 

The Course of Study: Blind pupils follow in the main tha 
regular curriculum of the grades. The initial task, of course, is 
the mastery of the Braille print, which takes a child of average 
mentality about as long a time as is required by the ordinary pupil 
to learn to read our regular type. After the blind pupil has mas- 
tered the Braille, he needs, in all branches but arithmetic and 
geography, very little assistance outside of the regular teaching 
given the seeing children. 

Arithmetic is taught by means of a number slate devised by 
the supervisor and made in the foundry of the Lane Technical 
High School. By means of this slate the blind pupil can follow 
any explanation and show the solution of any problem in pretty 
much the same form as the seeing child solves it at the black- 
board. 

The arithmetic text book contains embossed diagrams and 
figures as aids in teaching mensuration. 

In geography a Braille copy of the regular text containing 
embossed maps is used. This text is supplemented by dissected 
wooden maps 0/ all countries and by a home-made relief globe. 
In one room the pupils use the Atlas relief maps furnished the 
regular grades. 

Each pupil carries with him a Braille slate and stylus which 
he uses in taking notes and preparing work for inspection. Later 
he transcribes this product into typewritten form. The work 
of the younger pupils must be typed by the special teacher, but by 
the time they have reached the fifth grade the pupils have learned 
to use the typewriter themselves and transcribe their own work, 
passing in required written work and test papers in typewritten 
form. 

Special attention is given to the training of the hand by 



228 PUBLIC SCHOOLS. 

means of the various handworks, knitting, crocheting, sewing, 
bead work and basketry. The older children take the regular 
courses in manual training and cooking, a special cooking note book 
being prepared for the girls and a special ruler with raised lines 
marked to one-eighth of an inch being provided for the boys in 
the manual training shop. 

Watchful care is given the physical development of the blind 
child. Under the direction of the department of physical culture, 
a special teacher visits each center about once a fortnight and 
outlines the work for the room teacher. The school gymnasium 
is regularly used. 

The Pupils: Blind children seem more nearly normal than 
other defective children, the majority entirely so, except for the 
one physical diflficulty of lack of sight. Tn the school rooms they 
are treated by the teachers exactly as are the seeing pupils, and they 
participate in school exercises on equal terms with the seeing 
children, and creditably, too. The work which the blind do along 
academic lines is very gratifying. In every case the grade teach- 
ers expressed perfect satisfaction with the attitude and work of 
the students. In all three centers they read accurately and with 
feeling. They expressed themselves in geography and mathemat- 
ics carefully and logically; spelling words dictated by the teacher 
were written in Braille almost as rapidly as the seeing children 
wrote in longhand; work done on the typewriter was neat and 
accurate and recitations w'ere heard in locational geography that • 
would have been a credit to seeing children. The interest of the 
blind is invariably intense, not only in the regular work but in 
all activities of the school, and they participate in discussons and 
debates wth all the freedom of normal children. By means of the 
Ziegler Magazine they are up to date on current topics and can 
discuss with vigor the Mexican situation or the latest game of 
baseball. 

Arrangements have been made by which Braille books from 
the Public Library are sent out to the centers for the blind. 

Results: The foregoing method of training the blind has 
been worked out in Chicago since 1900 and has brought most grat- 
ifying results. The pupils, with the exception of two or three, are 
up to grade and some are better than the average. Three are to be 
graduated from the elementary schools this June, eight are doing 
creditable work in the high schools, and one in the University of 
Chicago. Formerly it was considered absolutely necessary that a 
blind child be separated from home if he desired an education. 
The work done by the public schools has proved that the blind 
may receive careful training and at the same time grow up in 



REPORT OF THE SUPERINTENDENT. 339 

the normal environment of home and family. Doubtless the effi- 
ciency of the instruction is due to a great extent to the fact that 
the preparation of nearly all work by the pupils is carried on under 
the direction of the special teacher who is at hand to explain, 
correct and guide. 

Recommendations. 

(1) The committee feels that additional equipment would add 
to the efficiency of the work. One typewriter for each room is 
not an adequate supply. One of the teachers expressed a strong 
desire for a good foot-power loom. All three very much wished 
for sewing machines. 

(2) Since the choice of life work for the blind is, to an ex- 
tent, limited, more attention should perhaps be paid to early guid- 
ance for vocational decision. If so, we suggest that the Vocational 
Bureau co-operate with the supervisor of the department in satis- 
factorily placing blind pupils. 

(3^ The work of the blind, however, is seriously handicapped 
by the lack of a regularly appointed printer whose business it 
should be to prepare all necessary texts. A more than ordinary 
printer is needed, as he must be conversant with the matter to be 
taught. What is really needed is a printer-teacher. At present 
one of the manual training teachers devotes his Saturdays to this 
work, but naturally fails to supply the wants. This man formerly 
spent all his time at this work, but, like others, gave it up be- 
cause of greater inducements along other lines. The failure to 
keep a man in this position is due to the fact that the salary is 
altogether inadequate, other lines of special work offering greater 
opportunity as to salary and advancement. The time of such a 
man might be fully occupied if he taught the manual training in 
all the centers and spent the rest of the week in the printing 
office preparing necessary plates and books. It seems a matter 
of poor economy to limit the possibilities of a work for which 
otherwise adequate provision has been made because of the need 
for one more salary. 

Special Divisions for the Deaf, 

The department for the deaf^ the oldest of the special depart- 
ments of the Chicago public schools, was organized in 1875. The 
manual system was taught exclusively until 1895, when the first 
oral class was established. For a number of years both the oral 
and the manual systems were taught and parents were permitted 



230 i'LHLIC SCHOOLS. 

to choose which ever system they preferred for their children. 
Gradually tlie manual system was superseded by the oral system. 

The same year that the oral system was introduced a train- 
ing class for teachers of the deaf was organized at the Chicago 
Normal School, where a graduate course was offered with a schol- 
arship of $300, as an inducement to students to undertake this 
training. This arrangement failed to attract the necessary num- 
ber of teachers to meet the demand, and in February, 1914, a two- 
year under-graduate course that promises to solve the problem 
of obtaining a sufficient number of teachers was offered at the 
Teachers' College. 

The policy recently adopted of grouping the divisions for 
the deaf in a few school centers has proved a wise one. Better 
grading of pupils has thus been affected, and a saving of special 
equipment has been brought about. Parents are urged to move 
into the districts in which these special schools for the deaf are 
located. The Board, however, pays carfare for all pupils who live 
at a distance, and in some cases pays a small sum for an attendant. 

The classes in Chicago are graded according to their language 
ability. In several European countries the classification is as 
follows : 

(a) The semi-deaf. 

(b) Totally deaf from birth or before acquiring speech. 

(c) Dull and backward and totally deaf — like class (b). 

(d) The feeble-minded deaf. 

In nearly every class visited pupils of the first three types 
were found and often of the fourth type also. 

The committee recommends (1) that pupils of the above 
classifications be segregated, as far as practicable, for more effi- 
cient teaching; (2) if, after two or three years of trial with the 
oral method it is evident that any child of type (c) is not making 
satisfactory progress, the committee believes that it is inadvisable 
to continue to teach him by the oral method, and recommends 
that the child be sent for instruction in some form of manual ex- 
pression to a center to be established for this purpose; (3) that 
pupils belonging in class (d) should be excluded from the public 
schools. Though any suggestion contrary to teaching the purely 
oral method is heterodox, the tremendous time spent in attempting 
to teach these children by the oral method might be more profit- 
ably utilized. In at least one excellent system of schools the very 
slow children are taught the manual method and are given special 
training tending te make them self-supporting. 

When given proper facilities with which to learn, it has 
been demonstrated that deaf pupils show no marked inferiority 



REPORT OF THE SUPERINTIiNDENT. 231 

in economic efllciency. There is no intrinsic reason why boys and 
girls who are deaf should not be graduated from the Chicago public 
schools, well equipped for honorable self-support, able to make a 
living without asking allowance for their affliction. The most 
important service the public schools can render the deaf is to train 
them so that they can mingle with their fellows on equal terms. 

Equipment: A room in each center is provided with zinc- 
covered tables, zinc-lined cabinets and chests, potter's wheels 
and tools for clay-modeling. Except at the Parker Practice School, 
which is badly crowded, each center is also provided with a print- 
ing outfit. This printing outfit is the only strictly vocational train- 
ing equipment furnished particularly for the deaf pupils, as the 
regular school equipment is utilized for the manual training, cook- 
ing, and sewing which are now being taught to the deaf pupils of 
the higher grades. More work leading directly mto vocational 
lines should be given. The school life of the deaf children may 
well be prolonged until they are at least eighteen years of age. 

Rhythmic exericises have been found exceedingly valuable 
in training the attention and pow'er of concentration of these pu- 
pils. For this reason pianos have been furnished the different 
centers. Although many pupils have spent several years in these 
centers, it is deplorable that an even ordinarily pleasing quality 
of voice has not been developed. Further than this, it is almost im- 
possible for a stranger to understand the ordinary conversation 
of these pupils on account of the dead metallic quality and monot- 
ony of their tones. The acquisition of more pleasing tones may be 
too high a standard to set for the deaf, but it is highly desirable if 
attainable, and we suggest that a teacher who has made a specialty 
of the right development of the voice should be assigned to each 
center and should give the children expert instruction as to over- 
coming the false habits of enunciation and of voice production to 
which the deaf, as a rule, are liable. For the work of each such 
teacher, a sound-proof room ought to be provided where she can 
have the right conditions for observing the speech of the indi- 
vidual pupils and where she may give to each child in turn what- 
ever personal suggestions are likely to be of value. Any instru- 
ments or apparatus that have been found useful in this work 
should be provided. 

Physical Education: It is evident that the physical defects 
of deaf children may require scientific attention beyond the scope 
of the regular school doctor. In this connection, the suggestion 
is made that a separate corps of physicians and nurses should be 
assigned to all the special divisions of the schools, including the 
deaf divisions. Not only in any given case could better results 



232 PUBLIC SCHOOLS. 

thus be obtained, but the general study of the defectives in the 
schools would also be thereby considerably promoted. 

Corrective gymnastics should be an important part of tha 
course prescribed for the children in the special divisions for the 
deaf. The work should be under the charge of a supervisor who 
has had special training along this line and who should visit the 
centers as often as possible. The corrective gymnastics would nec- 
essarily be individual and should be approved by the physician 
assigned to the special division. 

Nutrition: Most of the children in the centers for the deaf 
come long distances to school and virtually all of the pupils of this 
description bring cold lunches. Some measure ought to be taken 
to provide them with a warm meal daily. 

There are two hundred and sixty deaf pupils in the Chicago 
schools. They are cared for at three centers — the Parker Practice 
school, having ninety-eight pupils and twelve teachers, the Ed- 
ward Delano center, nintey-one pupils and ten teachers, the Wa- 
ters Center, sixty-three pupils and seven teachers. At the Koz- 
minski School there is one teacher with eight pupils. As soon as 
possible this center should be closed and the pupils transferred 
in order that the pupils may be properly graded. 

Centers for Anaemic Children. 

Boards of Education, being charged with the training of all 
classes of children in the community, may properly undertake the 
provision of special hygienic measures for children of low vitality. 
Work along this line was begun in the fall of 1909 by the establish- 
ment of the first open-air school. Today we have fourteen such 
centers with an enrollment of more than five hundred pupils. 

Centers: The centers for anaemic children are of two classes, 
(a) "open-air rooms" on the roofs of buildings, and (b^ open- 
window rooms in regularly heated class rooms in which the win- 
dows are constantly kept open, supplying air directly from the out- 
side. Several types of windows are used, the most satisfactory 
being the inverted awning by which the air is deflected to prevent 
drafts. Several rooms in the building are usually at the service 
of the "open-air crusaders," a recitation room, a dining room with 
kitchen attached, and a rest room fitted up with sleeping cots. 

Plan: The work is carried on under three agencies, (a) 
The Board of Education which furnishes the teachers, the class 
rooms with their equipment, and school supplies; (b) The Eliza- 
beth McCormick Memorial Foundation which defrays the expense 
of physicians, nurses, matrons who cook and serve the food, spe- 



REPORT OF TflE SUPERINTENDENT. 233 

cial clotliing, and cots; and (c^ The Mur\icipal Tuberculosis San- 
itarium which furnishes the food. 

Purpose : The academic phase of the child's development is 
a secondary consideration — soundness of health and physical de- 
velopment being of prime importance. The curriculum is ad- 
justed to give first place to the care of the child's physical welfare 
in the eiTort to build him up so that he -is able to resist the ten- 
dency to disease. To this end four factors are utilized — fresh air, 
careful medical examination and supervision, proper food and 
rest. 

The supply of proper food is a most important feature of 
the regimen since home conditions are often imfavorable and be- 
cause many of the pupils live at a distance from the centers. 
The dietary is planned by the McCormick Foundation under skilled 
direction. The aim is to supply each child with one thousand 
calories per day. 

Careful medical examinations are made and the condition of 
each child is studied and tabulated. The temperatures of each 
pupil is taken daily, and the children weighed at least once a 
month. Special care is taken to remedy physical defects as far as 
possible. 

The Pupils: Children admitted into the open-air and low 
temperature rooms are in the main those of tubercular tendencies, 
though anaemic pupils and those of low vitality are not refused. 
No pupil with an open lesion is enrolled. Since these rooms are 
ungraded, the memberships are smaller than usual, the maximum 
being thirty. Freedom from restraint marks the government. The 
"atmosphere" of the rooms is invigorating and inspiring. 

As a protection from the cold, the pupils are furnished blankef 
Eskimo suits loose enough to allows the wearers to work and exer- 
cise with all due freedom. Cleanliness is insisted upon. 

Routine: The program is planned with primary consideration 
for the physical needs. When the pupils arrive in the morning, 
breakfast consisting of a cereal and milk or hot milk or cocoa is 
served. Incidentally table courtesy is inculcated. After breakfast. 
the children go to the recitation room where the regular program 
is carried on, broken into at intervals by the visits of doctor and 
nurse. Light gymnastics and breathing exercises are important 
items. At 11:20 a. m., the children prepare for the dinner hour, 
w^hich is a time of sociability and good cheer. This is followed 
by the tooth-brush drill and the rest hour, a period of complete 
relaxation when absolute quiet is insisted upon and sleep encour- 
aged. School work follows for the rest of the day. Some experi- 
ments have been made, eliminating the rest period, to determine 



234 PUBLIC SCHOOLS. 

what factors contribute most to the improvement of the children, 
but not enough has been done to permit of any definite statement. 

Results: The physical improvement of the children is shown 
in brighter eyes, more alert movements, regular attendance, and 
increased interest; more scientifically by the gain in weight. Be- 
cause of the many interruptions and the time spent in the care 
of the health, academic progress would seem to be slow. How- 
ever, the increased mental efficiency and more regular attendance 
counteract the loss of time. Discipline is practically nil. Teachers 
and principals alike seem enthusiastic about the results. The 
direct work done with the children is hardly more valuable than 
the "follow up work" carried into the homes, where parents are 
instructed in food values, the efl"ects of cleanliness and ventilation 
and the laws of hygiene generally. 

Recommendations : Recommendation is made that in planning 
new buildings: 

(1) Provision be made for rooms exposed on three sides to 
air and sunlight and supplied with direct heat. That expense is 
not a prohibitory item has been demonstrated by the work which 
for more than a year has been carried on with marked success in 
one public school where funds have been furnished by the school 
and community. 

(2) The desks and seats occupied by the pupils be easily ad- 
justable. 

(3) Sanitary appointments, including convenient toilet ar- 
rangements, be as perfect as possible. Vacuum cleaning and wash- 
ing of rooms should be frequent and furniture should be simple 
to facilitate cleaning and to prevent dust accumulations. 

(4) Some form of musical instrument be a part of the equip- 
ment. 

(5) There be much corrective gymnastics, rhythmic games 
and breathing exercises under a doctor's direction. 

(6) If possible, a community garden or conservatory be pro- 
vided, and nature study be given special emphasis. 

Special Schools for Crippled Children. 

Two schools for crippled children are supported by the Board 
of Education — the Spalding School on the West Side and the Fallon 
School on the South Side. The buildings have been especially de- 
signed for the comfort and safety of the children. The corridors 
are wide, and the rooms have wide aisles for those children who 
are obliged to move about on crutches or wheel chairs. There are 
no stairways. 

Admission: Rpforf^ admission to the Schools for Crippled 



REPORT OF THE SUPERINTENDENT. 235 

Children, all pupils are given a physical examination by a regu- 
lar physician, and mental tests by the Child Study Department. 

Membership: The Spalding School has six divisions and one 
hundred and sixty pupils in attendance. From ten to twenty 
children attend the school regularly from the Home for Destitute 
Crippled Children. The other pupils are carried to and from 
the school in nine 'busses supplied by the Board of Education. 
The city gives the services of a policeman for each 'bus, who rides 
with the children and helps in their care. Although the school 
accommodations may seem to be ample, they are not sufficient to 
provide for all crippled children who desire to attend, as twelve 
or fifteen pupils have been refused admission to the Spalding 
School this year, on account of lack of room. 

Instruction: The pupils receive regular instruction in cook- 
ing, manual training and sewing, in addition to the regular aca- 
demic work. In order that the girls may have some experience 
in cooking large quantities of food, they provide the school lunch- 
eon once a week. This means, they prepare food for one hundred 
sixty pupils. It is thought the work may open an avenue which 
will lead some of the girls to self-support. 

No special class of children need more help than the crippled. 
Nothing that can make these children even partially self-support- 
ing should be neglected. Therefore any equipment that will pro- 
vide instruction leading into a useful vocational line should be 
provided. It is recommended that typewriters, sewing machines 
and material be furnished upon request. 

Physical Care : The Board of Health provides a nurse, who 
remains at least two hours in the school each day. She dresses 
all wounds and gives proper instruction against possible conta- 
gion. The Board of Education provides necessary surgical dress- 
ings and medicine. The School is provided with a rest room, con- 
taining three beds, where pupils who find school work too fatigu- 
ing are permitted to rest a certain period each day. 

In both the Spalding and the Fallon schools, a luncheon is pro- 
vided each day, the services of a cook and the food being paid for 
by the Board of Education. 

Physical Education : A special teacher has been assigned to 
the work of giving the pupils the amount of physical education 
best suited to their condition. She visits the school twice each 
week. Her work is generally in the line of corrective gymnastics 
and is especially fitted to individual cases. A great improvement 
has been noticed in the carriage of pupils who had acquired faulty 
habits. In connection with this work, it is interesting to know 
that one child who had never walked has learned to do so since 



236 PUBLIC SCHOOLS. 

she has had this instruction. Pupils are also taught to take part 
in plays and games. 

At the Fallon School on the South Side, there are two divis- 
ions of fifty-six pupils. The work is similar to that at the Spalding 
School. A charitable society provides funds for the care of seven 
destitute children who are cared for in a private home called 
Happy Haven. These children are taken to school in regular school 
'busses. In addition to the cooking, manual training and sew- 
ing regularly taught, a teacher has given instruction in typewrit- 
ing and cobbling shoes. She feels that the first subject espeially 
is particularly helpful, as copying on the typewriter is profitable 
and a kind of work which these children may do readily. 

Recommendations : There are many crippled children of 
school age who cannot be provided for in centers already estab- 
lished. As before stated, the Spalding School is now overcrowded. 
A new center should be opened on the North Side. At the Fallon 
School there is room for one division, but the present 'bus service 
does not extend further south than 58th street. Instead of opening 
a new center for pupils living south of 58th street, between West- 
ern avenue and the Lake, if an automobile 'bus could be provided 
such children could be transferred to the Fallon School at less 
expense. 

Bedside Teacher : In addition to the teachers who are assigned 
to each division of the school, this year a bedside teacher has been 
appointed to the Home for Crippled Children to teach those who 
are obliged to remain in bed. There are many children in the 
Home for Crippled Children who are suffering from various forms 
of spinal disease and who are sometimes strapped to a board for 
months and even for years. Until this year they received no in- 
struction. This teacher visits the bedside and with a portable 
blackboard and other necessary equipment, gives each child such 
work as he is able to do. The progress made by the pupils has 
been more than satisfactory. 

Special Divisions for Subnormal Children. 

The Royal College of Surgeons, London, defines a feeble-mind- 
ed person as "one who is capable of earning his living under fa- 
vorable circumstances but is incapable from mental defects exist- 
ing from birth or from an early age of (a) competing on equal 
terms with his fellows, or (bl managing himself and his affairs 
with ordinary prudence." Dr. Goddard of the Vineland (N. J.) 
School goes further and says a subnormal child is "one who is un- 
able to do school work at the usual rate." These children he di- 
vides into two classes, "(a) the temporarily subnormal or retarded, 



REPORT OF THE SUPERINTENDENT. 237 

(b) the permanently subnormal or arrested." The latter, who 
are the feeble-minded, he divides into three classes according to 
their mental ability, namely, idiots, imbeciles and morons. 

The observations of the committee and the records of the 
Child Study Department confirm the opinion, aptly expressed by 
a member of the committee, that we have in the divisions for the 
subnormal a "hodge-podge" made up of children suffering from: 

(1) Physically abnormal but reparable conditions — adenoids, 
bad teeth, diseased tonsils, eye-strain, special sex abnormalities. 

(2) Sick children — those suffering from chorea, heart dis- 
ease or scoliosis. 

(3) Motor minded, peculiar and nervous children. 

In addition to the foregoing classes of temporarily retarded 
children we have also in these rooms some children that are per- 
manently retarded or feeble-minded. Cases of doubtful classifi- 
cation near the border line of imbecility are sometimes admitted to 
subnormal rooms to await further examination. Often these pu- 
pils remain a long time, associated with children of distinctly 
higher mentality before it is decided that they are not proper 
subjects for the pubic schools. No mistaken notions of kindness 
to such non-educable children should be allowed to operate 
against the interests of the others. The non-educable are dis- 
tinctly custodial cases, and all sympathy felt for them should be 
expended toward obtaining an adequate number of institutions for 
their care. Society in general, and parents in particular, should 
be brought to understand that the responsibility for these cases 
does not rest upon the public schools. One hundred of these un- 
fortunates found to be hopelessly imbecile were excluded from the 
subnormal rooms during the last year as belonging to the class 
Witmer prefers to designate as the "socially defective," or "socially 
unfit." In neglecting this class of misfits in the public schools and 
in making no provision for their care, the city pursues a short- 
sighted policy, the history of pauperism and crime in various de- 
grees provng how expensive they become in later life. 

The committee believes that the temporarily retarded pupils 
should not be compelled to mingle with the permanently retarded 
or feeble-minded. Therefore we recommend that provision should 
be made for classifying the backward children into at least two 
groups : (1) those who are permanently arrested in their develop- 
ment, or the morons above referred to, (2) those who are retarded 
but may recover their standing in the regular grades. To this end 
there should be at least two rooms at each center, one for the 
first group with a membership limited to fifteen, the other for 



236 PUBLIC SCHOOLS. 

the second group with a membership of Trom twenty-live to thirty 
pupils. 

The experience ot bringing tlie deaf together in large num- 
bers has suggested the feasibility of centralizing in good neigh- 
borhoods several divisions of backward and mentally defective 
children. Vacant buildings in good condition in several sections 
of the city might well be equipped and utilized for this purpose. 
This plan wodld possess many advantages in the enthusiasm that 
results from numbers and in the help that teachers would derive 
from companionship and from mutual exchange of ideas and by 
reason also of the benefits of closer supervision. 

The committee suggests further that the classes for morons 
be divided into three groups, those in the lowest class to be known 
as Glass G, to be promoted after a time, if possible, to an inter- 
mediate class to be called Class B. These pupils rarely succeed 
in advancing beyond the academic requirements of grade four. 
When they have acoomplished this and are not able to work in 
the regular grades, they should be formed into a third class to 
be called Class A, and given pre-vocational training such as is now 
provided for the elementary pupils in the Technical High Schools. 

Equipment : The equipment of special centers for backward 
children consists mainly of desks, lockers, looms and four-pupil 
manual training benches. As rapidly as possible the fixed desks 
are being replaced by movable tables and chairs. In like manner, 
the four-pupil manual training benches are giving way to combi- 
nation manual training benches and lockers. The new equip- 
ment is a decided improvement, as it provides for greater freedom 
for the pupils and allows floor space needed for games and ex- 
ercise. 

As, on account of the limited space, no provision for gym- 
nastic apparatus in these rooms can well be made, we recommend 
special provision for regular training in the school gymnasium 
under the supervision of a special teacher of physical education. 

Personal habits of order and cleanliness can not be insisted 
upon too strongly. Therefore where bathrooms are installed at 
least two full baths a week should be given. If this be impossible, 
then each room should be provided with a lavatory and a plentiful 
supply of towels and soap. 

In addition to the usual forms of manual training, it is sug- 
gested that where special centers for backward children are es- 
tablished provision for school gardens be made and tools fur- 
nished so that pupils may obtain the benefit of outdoor work, with 
its tremendous possibilities for mental and physical development. 

Teachers: The teachers are conscientious, enthusiastic and 



_ i 



REPORT OF THE SUPERINTENDENT. 239 

sympathetic, alive to the social and moral problems involved. 
Their efforts, however, are often wasted because they have no 
special training for teaching this class of children. Furthermore, 
the Child Study Department can not legally make a complete phys- 
ical examination. Laws should be enacted which will remedy this 
defect. It is recommended that parents be required to be present 
during any such physical examination and be given the information 
that will bring them to a realization of their duties and respon-- 
sibilities. 

The teacher also should be furnished with sufficient data 
upon which to base her instruction. 

As regards the Course of Study planned for backward pupils, 
the committee believes that it should be adapted to the individual 
tastes, capacity and development of the pupils in question, rather 
than made to measure up to the standards and ideals of the regular 
class-room. Backward children in particular develop best in a 
happy environment, and may be most profitably occupied with 
those things which can be attempted with some degree of success. 
The committee has found in some places exceptionally good hand- 
work, including woodwork, basketry, pottery and textile fabrics. 
On the other hand in many places the hand work was of mediocre 
quality, owing to the teacher's' lack of vision and preparation. More 
and more in the manual work the vocational side should be em- 
phasized and such problems chosen as will make advance possible 
in progressive steps, but allowance should be made for individual 
capacities and preferences. As a liberal portion of school time has 
been allotted to this subject and as the Board of Education has 
been generous in supplying tools and material, the results should 
be commensurate therewith. 

To aid in obtaining specially trained teachers, the committee 
recommends that the following courses be offered at the Teachers' 
College to experienced teahers who elect to take up this kind of 
work: 

(1) Child Psychology, with special attention to the correction 
of mental defects. 

(2) Physiology, correction of speech, and abnormal condi- 
tions generally. 

(3) Gymnastics. At present too little is done to correct 
faults of carriage or lack of co-ordination. Narrow chests, slouch- 
ing gait, and feeble muscular control receive little or no special 
attention. Nor is suQicient attention given to the fatigue limit 
so easily reached in these children, and so destructive if not 
considered. 

(4) Manual training. 



240 PUBLIC SCHOOLS. 

Experienced teachers who desire to make this special prepa- 
ration should he granted at least three months' leave of absence 
for this purpose without loss of pay. The committee feels that 
this would be a really economic measure. The overhead charger 
for these divisions are at present enormous. The added expense 
to the taxpayers in giving this special training to teachers would 
be more than compensated for in the increased efficiency of the 
output. In addition to the special preparation outlined, the 
teacher should have a genuine aptitude for this kind of work, and 
by sympathetic insight, good temper, and the cheerful disposition 
which accompanies perfect health and sound nerves, be a source 
of inspiration to the backward or retarded child. 

Number of Centers. 

Dr. Goddard, who has studied 10,000 feeble-minded children, 
states that from one to two per cent, of every school is mentally 
defective. Applying his figures to the school enrollment of Chicago, 
which was 294,612 for the year 1912-13, there must be about 3000 
such cases in the Chicago public schools, including idiots and 
imbeciles, who constitute a very small part of the total. With 
these figures in mind, it is readily seen that forty-six rooms is 
not sufficient number to provide for this class of pupils. We 
therefore urge that the number of divisions be materially in- 
creased. 

Special Reeommendations. 

In conclusion we further recommend that: 

(1) Since parents object to the terms "subnormal" and 
"backward" as being of a stigmatizing character, the name "Aux- 
iliary Schools" be adopted from the German instead. 

(2) In the case of permanently retarded children the boys 
and girls be taught in separate divisions and provided with special 
toilet facilities. 

(3) A campaign be inaugurated for establishing near Chicago 
an institution for imbeciles. 

(4) A piano or some other musical instrument be placed in 
each room for backward children. 

(5) Rooms for backward children be opened in one of the 
Practice Schools for the special training of teachers of backward 
children. 

(6) The Board of Education be empowered to have such phys- 
ical defects as adenoids removed, to furnish glasses when needed 



REPORT OF THE SUPERINTENDENT. 341 

to the children of indigent parents, and Lo provide lunches when 
prescribed by the physician. Special laws should be enacted au- 
thorizing examination and medical treatment. 

(7) A special and detailed examination under the direction 
of the Child Study Department be made of all children consid- 
ered subnormal, including those who have spent more than two 
years in their present grade. 

County Hospital Special Division. 

During the present school year, a special room has been estab- 
lished in the venereal ward at the Children's Annex to the Cook 
County Hospital. One end of a ward is fitted up for a school 
room, and here a teacher carries on the regular school work for 
five hours a day. The Board of Education pays the teacher's 
salary, furnishes desks, a portable blackboard, books and the 
ordinary school supplies. The average number of pupils in attend- 
ance is 15. The greater number is in grades one and two, but a few- 
have been enrolled in grades three, four and five. The average time 
spent by the pupils in this room is three months and during this 
time the children, although weak physically, are regular in at- 
tendance and are able to do the grade work acceptably. 

It is recommended that special divisions be opened in Cook 
County Hospital for children convalescing from other contagious 
diseases. Frequently these children are kept several weeks and 
would be able to do school work, if a suitable kind were provided. 

Special Divisions for Epileptics. 

Because this department has just been established, not much 
can be reported in the way of survey, but some considerations 
seem advisable toward shaping the future policy of the Board of 
Education toward these unfortunates. 

Except that imperative circumstances demand that something 
be done to keep epileptic children of school age off the streets 
and yet out of the ordinary school rooms, it is hard to see any 
reason for the existence of special divisions for epileptics. They 
rightfully belong in special separate institutions entirely away 
from such schools, preferably in the country, but easily accessible 
from the city. 

According to the best information obtainable by your com- 
mittee, there are more than five hundred epileptic children of 
school age in Chicago. Of this number a great majority are as 
yet almost wholly unprovided with adequate care. It is greatly 
to the credit of the present school administration that for the 



24^ PUBLIC SCHOOLS. 

first time in the liistory of Gliicago systematic measures have been 
taken to deal with such cases. During the present year the first 
special divisions ever opened for epileptic children in the Chicago 
public schools have been established — one on the north side at 
the Jahn School, with a membership of six pupils, and one at 
the Washington on the west side, with a membership of five. One 
is to be opened soon at the Mark Sheridan School on the south 
side. This small attendance is partly due to the fact that he 
Board of Education has not yet made an appropriation for trans- 
portation, but funds will be provided for this purpose in the near 
future. 

The equipment of these special divisions is the same as that 
of an ordinary school room, with the addition of a mattress placed 
on the floor in a corner of the room, so that a pupil may lie 
down whenever necessary. The addition of a screen and light 
blanket for covering might add to the comfort of the patient. 
It is suggested that one meal a day be given in school to these 
children, not only on account of their carrying cold lunches but 
also because of the importance of dieting in the treatment of this 
disease; further, that parents be furnished diet lists, and that 
mothers be instructed in the proper care and feeding of the pa- 
tients. 

Dr. William Healy, director of the Juvenile Psychopathic In- 
stitute in Chicago, says: "The epileptics are not wanted in school. 
Tliey cannot be tolerated in a business position. They are dan- 
gerous to themselves and others in almost any factory or work- 
shop, and they are not even wanted in the reformatories." . . . 
"The hospital for the insane is not a proper place for an epileptic 
who is not considerably demented." 

In the judgment of your committee the State of Illinois ought 
to establish an institution for this large class of defectives, where 
the perils to the patient himself as well as to the community 
would be controlled, where the ailment could be studied, and where 
the patient's condition, if possible, could be improved. There are 
no better terms in which to urge this measure than the following 
words of Dr. Healy: 

"The non-segregation of epileptics in Illinois, despite many ap- 
peals to the legislature, is utterly uneconomical, unsympathetic and 
in general significant of a partly civilized state of social conscious- 
ness. The tears of afflicted mothers, the heartbroken discourage- 
ment of the epileptics themselves, when they are not too far gone 
to care, and the vast costs and injuries endured by society on 



REPORT OF THE SUPERINTENDENT. 243 

account of crimes and vices commitLed by epileptics all cry out 
together against such wanton neglect." 
Respectfully submitted, 

MINNIE R. GOWAN, Chairman 
Mary J. Boughan, 

Principal, Von Humboldt 
School. 
L. W. CoLWELL, Secretary, 

Principal, Cleveland School. 
E. E. Cole, 

Principal, Darwin School. 
H. G. Clark, 

Principal, Clarice School. 
Katharine W. Cullen, 

Head Asst.,, South Deering 

School. 
Elizabeth R. Daly, 

Principal, Haines Practice 

School. 
Minnie E. Fallon, 

Head Asst. Bryn Mawr School. 
Caroline Hedger, M. D. 
Isabella King, 

Head Asst., Douglas School. 
Thos. J. Plant, 

Principal, May School. 
Ada B. Sempill, 

Principal, Monroe School. 
LiLLiAS M. Williamson, 

Principal, Golman School. 



244 PUBLIC scHoor.s. 



Penny Lunches. 

The first penny lunch was opened in the Chicago Schools 
upon recomnnendation of a member of the Board of Education, 
Mrs. P. J. O'Keetfe, at the Adams School in 1911. The result 
of this experiment was so satisfactory that the opening of the 
penny lunch rooms at the Foster and Washburne followed. 

The Chicago School Extension Committee, composed of dele- 
gates appointed from sixty or more Women's (Uubs in and near 
Chicago co-operates with the Board of Education in maintaining 
these three penny lunch centers. The Board of Education fur- 
nishes the equipment, pays the gas bill, and the wages of the 
cook and the dishwasher. The p.ennies paid by the children cover 
the cost of the food material and the Club Women plan to supply 
the pennies when absolutely necessary. It is very desirable that 
this should be done without the label of the blue ticket. The 
Women's Clubs interested in this movement pay for the services 
of a supervisor who plans the menus and purchases the food. The 
close buying necessary is shown in the financial statement. One 
year there was a deficit of six cents and another a cash balance 
of six cents. 

The number of children served daily at each center varies 
from one hundred fifty to five hundred, depending on the school 
and in the same school on the weather and the menu for the day. 
This serving means active work, not only because of the great 
number of children, but because of limited space and time. Mem- 
bers of the Women's Clubs appear daily at the noon hour and 
assist with the serving. Their presence is a help in many ways 
beyond the goodly service rendered. 

In January of this year a penny lunch room was opened at 
the Haines Practice School. The Board of Education furnishes the 
equipment and pays for service as at the other centers. The 
teacher in charge of the Household Science in the Haines School 
has immediate direction of the penny lunches. This means that 
the work done by the paid supervisor of the other centers is car- 
ried here by the regular Household Science teacher, who because 
of her interest in the plan, has willingly given her time and 
accepted the additional responsibility. 

At the various centers we found special attempts were beinj:: 
made to have the penny lunches sufficiently attractive to compete 
with the unwholesome wares presented by the street venders. At 



REPORT OF THE SUPERINTENDENT, 246 

the Adams School the Club Women have undertaken the furnish- 
ing of a mid-morning and a mid-afternoon luncheon for the chil- 
dren in the subnormal room. The usual good results are already 
to be noted. 

The following sample menus are interesting as they show what 
is being served for a penny : — 

I. Soup : — bean, pea, tomato or spaghetti with two slices of 
bread. 

II. Hot cocoa or cold milk with a sandwich made of two 
slices of bread with jelly or peanut or fruit butter. 

III. Gold milk with two crackers and a tablespoon of raisins 
or a few dates. Everywhere the favorite menu was the one that 
included sausage sandwiches. 

A cup of cocoa as served costs one-third of a cent. Day old 
bread is purchased at 2% cents a loaf and Pasteurized skimmed 
milk at eight cents a gallon. Each loaf is cut into sixteen slices. 
And yet, one penny's worth of this food taken once a day has 
such an effect on the children that their improvement in health 
and school work can be noticed. 

These results suggest that this is the first department 
that ought to grow, so that in the near future all children who 
need it can have this help. 

Committee : 
Ida M. Cook, 

Supervisor Household Arts. 
Jenny H. Snow, 

Household Science Teacher. 
Chicago Normal College. 



246 PUBLIC SCHOOLS. 



COKRECTIVE INSTI TUTIOISS. 

The character building forces which we term "Education" 
emanate not only from the School, the Home and the Church, but 
in equal measure from the street and public amusement places; 
from occupations and companionship. Education may be upward 
toward good citizenship which means service in community life, 
or it may be downward to that pitiful degradation which is a 
threat and a menace. For this reason a city's care of its dependent 
and delinquent children should be looked upon as a measure for 
its own safety, a civic duty comparable to that which provides a 
Fire Department, a Police Department and Department of Health. 
The expenditure of money for such care should be considered a 
wise and necessary investment for the public good. If the neglect 
and indifference of parents is supplemented by neglect and indif- 
ference on the part of the city, the case of the children is des- 
perate indeed, and the outlook for the city itself is full of danger. 
Following is a brief summary of Chicago's provisions for the saving 
of her delinquent boys and girls. The three civic bodies inter- 
ested, — the County, the City and the Board of Education have 
generously overlooked all technical questions of authority and 
have worked harmoniously for the public good. 

Juvenile Court. 

Corrective measures provided by the State law for the care 
and betterment of delinquent children are now administered by 
the Juvenile Court which was organized fifteen years ago the first 
of next July, and was the first of its kind ever organized. 

It is well to realize the progress we are making provided we 
continue to move forward. Hence a word as to the former treat- 
ment of unfortunate children is not out of place. For countless 
years laws were made with penalties attached for infraction and 
the aim of society seemed to be the protection of the laws rather 
than of the children. Prior to July, 1899, the age of "criminal 
responsibility" in Illinois was ten years. Prior to 1845 it was 
seven years. Awaiting trial in Chicago, children were incarcer- 
ated in the jail with criminal men and women, a most effective 
school for crime, and sentences were served in the jail or at the 
Bridewell. Trials were conducted with all the formalities pertain- 
ing to criminal law, judges far removed and awful, grand jury, 
petit jury, criminal lawyers and all — a terrible array for chil- 



REPORT OF THE SUPERINTENDENT. 347 

dren to meet. For the year prior to the enactment of the Juvenile 
Court law — fifteen years ago — more than five hundred juvenile 
delinquents were committed to the County Jail in Chicago. 

The idea that these children were "wards of the State" and 
as such entitled to the protection and fostering care <jf the 
State slowly fought its way into recognition through the splendid 
efforts of Mrs. Lucy Flower and other noble women of the Chicago 
Woman's Club. The Juvenile Court was the result. The funda- 
mental principle behind it is that each child brought to the Court 
is something to be saved to society if possible, and that it is not 
so much a question of what he has done, as what can be done 
for him. 

In the Juvenile Court all formalities of Court procedure are 
dispensed with and the Judge draws the children close to him 
and talks with them familiarly to gain their complete confidence. 
Richard S. Tuthill, Julian W. Mack and Merritt W. Pinckney will 
long be remembered with gratitude by the people of Cook County 
for so successfully having set in motion and conducted this court 
to the present time. Judge Pinckney is completing his sixth year 
in the court. He is a lawyer of unusual ability and a man of 
the finest sensibilities whose sympathies are always with the 
children. For several years, more than four thousand children 
have had hearings in the Juvenile Court each year, and one Judge 
has attended to them all. Although cases were conducted very 
quietly and ideally as compared with ordinary court procedure, 
it was felt by Judge Pinckney that another forward step must bo 
taken. An assistant to Judge Pinckney was allowed and fortun- 
ately he had the choice of that assistant, — a woman lawyer of 
long experience, fine ability, and one whose life is devoted to the 
rescue of unfortunate girls. 

Of two thousand seven hundred delinquent children brought 
into court last year, six hundred fifty were girls. For these girls 
a separate and distinct court room was established one year ago 
to which only the parents or guardians are admitted at hearings. 
The Judge and her stenographer sit at small desks before which 
the girls stand. There is a row of six chairs behind the children 
so that only one kind-hearted woman looks into their face?. 

"What has become of the four thousand two hundred and 
seventy-nine children brought into the Juvenile Court the past 
year?" is the vital question which can be answered only in a very 
general way in these limits. Of these children, two thousand fifty 
including truants were delinquent boys, six hundred fifty delin- 
quent girls. Of the boys about six hundred fifty were truants or 
semi-delinquents. The remainder, nearly one thousand six hun- 



248 PUBLIC SCHOOLS. 

dred children, were dependents guilty of nothing but poverty and 
neglect. 

Probation. 

A large portion of the delinquents are "first offense" cases. 
These are generally given a chance to make good on promises of 
both parents and children. Second and even third offenders are 
frequently given "another chance" and with the others are placed 
under the care of "Probation Officers" to whom they are obliged 
to report each week. In case they fail to report, they are brought 
into Court to give an account of themselves to the judge. Each 
case is kept in full detail in the records of the court. 

There are seventy probation officers, men and women whose 
full time is given to this work. Judge Pinckney speaks very highly 
of the faithfulness and effectiveness of these officers. They are 
expected to know every detail of home conditions and as much 
of the life history of parents as can be ascertained. They find 
out how the children spend evenings and try to check practices 
which may lead to trouble, — all in the most friendly spirit. The 
officer who can gain the full confidence of children and parents 
can be of untold service, and there are many such. 

"Home Finding" and "Following Up." 

Another very important disposition of cases in the Juvenile 
Court was established by Judge Pinckney nearly four years ago 
and has now grown into a settled institution. In most cases the 
homes of delinquent children are so vicious through drunkenness 
or other immorality or separation of parents that any right con- 
duct on the part of the children is almost out of question. Judge 
Pinckney has agencies at work finding good homes on farms within 
fifty miles of Chicago, to which boys may be sent on parole. These 
boys are seen as often as once each month by friendly visitors, 
who report progress of boys and conditions of homes. One hun- 
dred twenty boys each year have been sent out and from seventy- 
five to ninety per cent of them have done well. The change wrought 
in health by fresh air. good food and regular outdoor exercise is 
remarkable. Whatever wages are earned are spent for the boys' 
necessities or placed to their credit in banks. The wages run from 
five to twenty dollars per month and are paid into the custody 
of the Court. This scheme of Judge Pinckney is purely philan- 
thropic. The expenses connected with placing and following up 
these boys are borne by generous friends of the Judge. Cook 
County has not yet reached that stage of wisdom which provides 
for such work as n civic duty, — but it will in time. Every boy so 



REPORT OF THE SUPERINTENDENT. 349 

sent to a farm, instead of to the John Worthy School, and who 
makes good would save to the Clounty at least $300.00 per year, 
and he may earn from $100.00 to $300.00 more. The people en- 
gaged in this sort of work must be first class men and women, 
educated, refined, and of strong and attractive personality. The 
wards of politicians will not fill the bill. The right sort of people 
can be secured if they are adequately paid, and only such are good 
economy. 

Detention Home. 

On Gilpin place, .just east of Halsted street, a building to house 
the Juvenile Court and Detention Home was dedicated August 7, 
1907. The Detention Home is for the housing of delinquent and 
of dependent children until their cases are disposed of by the 
Juvenile Court. The building is 109x106 feet and three stories 
high. The building was greatly exploited in the press, but like 
many other Chicago projects, it proved utterly inadequate. Within 
three years it was greatly overcrowded and at the end of two more 
it was unbearable. Later, one-half of the tenth story of the Court 
House was finished for the use of the Juvenile Court and its vari- 
ous departments, leaving the entire building on Gilpin Place to 
be remodeled and used as a Detention Home and School. 

One year ago the Board of Education completed the acquiring 
of a lot 125 feet square, south of Detention Home and fronting 
Forquer street, for a school, and a commodious two story building 
is nearing completion. The new building, with the south wall of 
the old one, surrounds a quadrangle 80 feet square, which will give 
the children at the Detention Home their first opportunity for 
oudoor exercise. The school rooms and an ample gymnasium are 
on the first floor, each room having its own toilet facilities, thus 
rendering proper segregation possible. The second story will be 
finished as dormitories for boys and for the dependents. There 
will also be a fine play room for dependents. 

It may be explained that the management of the Detention 
Home is not an easy proposition. The number of inmates and 
their personnel are constantly changing quantities. They remain 
in the Home from ten to sixty days — not often longer than thirty 
days. So any effectiveness in a school will call for the greatest 
skill on the part of teachers. There are five excellent teachers 
in the school, which is in operation from nine to four o'clock. A 
man and a woman teacher of physical culture come an hour each 
day at four o'clock. There are from seventy-five to one hundred 
twenty-five children in the Home. 

The Board of Education has dealt generously with these unfor- 



250 PUBLIC SCHOOLS. 

tunate children and the coming years will be very different from 
the past ones for whatever inmates are housed in the Detention 
Home. The hardest days are Saturday afternoons, Sundays and 
other holidays. Some adequate provision should be made to make 
these days pleasant and profitable for the children. One of the 
teachers might undertake the enterprise as a specialty, if she were 
paid for it. Or the teachers could take turns on the same terms. 
Another feature calling for remedy is the transportation of girls 
and boys in vans from the Home to their hearings at the Court 
House — fully one and one-half miles through busy streets, subject 
to the gaze and comments of idle curiosity. This arrangement 
cannot last in Chicago. It is intolerable. The future will demand 
that the Juvenile Court and the Detention Home, with necessary 
hospital and school, shall be built together on ample lands, far 
enough from the center of the city to insure fresh air, free recrea- 
tion and safety from curiosity-seekers. Chicago and Cook County 
cannot be satisfied with less than this and we commend the 
same to the authorities of the city and county as matter 
for thought. 

Special Rooms for Truant Boys. 

Truants are accounted "delinquents" and the very great major- 
ity of them are brought into line by means of two very different 
agencies. Boys become truants because of restless dispositions, 
because the work of the school does not interest them, and more 
than these, because of weak and indifferent parents. 

About six years ago, a room at the Jenner School was fitted 
out with work benches and other facilities for hand work, and 
with twenty-four desks for study. A strong teacher, who liked 
boys, was placed in charge and twenty-four boys from a group of 
schools in the vicinity were placed in her care. Eligibility for 
membership depended upon habitual truancy or incorrigibility. 
Cards of admission were furnished by the Judge of the Juvenile 
Court, and for the first time the boys became conscious of the 
power of the State to control their actions. They lived at home 
and were all anxious to return to their own schools, which they 
could do after several months of approved good behavior. Since 
that time eleven other such rooms have been established, most 
of them within the past year or two. The experiment is a great 
success. While every room is doing good work, some of them 
are remarkable, returning every boy to his normal school condi- 
tion. These boys are Parental School cases and the enormous 
importance of the work appears when we consider that eighty per 



REPORT OF THE SUPERINTENDENT. 251 

cent or more of them make good while living at home, and that 
a great expense is thereby saved to the Board of Education. 
Your committee submits the following suggestions: 

a. That teachers be trained in this work and always chosen 
fi-om the best material in the teaching force of the city. 

b. That all children be critically examined by the Child Study 
Department before assignment. 

c. Special attention to cleanliness and personal appearance. 
Frequency of baths in school or at home. 

d. Daily exercise in the School Gymnasium — fifteen minutes. 

e. That boys have care of cleanliness and arrangement of 
their school room, especially the windows. 

f. Boys to have plants in windows and make them thrifty. 

g. Boys to have fifteen minutes for a singing lesson every 
day, under the best singing teacher in the school. Rote singing 
of patriotic and folk songs of all nations, and songs to inspire 
courage in snocessful living. 

Singing was heard in only one class, but that was remarkably 
good, the boys seeming to enjoy it intensely and singing with great 
spirit. 

Parental School. 

The Parental School was opened for boys habitually truant 
from home or school or both, January 31, 1902, with thirteen boys. 
It is at Bowmanville, about eight miles from the Court House. 
There are now one hundred ten acres in the farm, eight cottages 
for three hundred twenty boys, a fine school building of eight 
rooms tastefully de-^orated with pictures and plants, a pleas- 
ant assembly hall and an excellent manual training department. In 
the school are grade.'=^ two to seven, inclusive, and all, beginning 
with the fourth grade, spend one hour each day in the shops. In 
the working season the boys spend one hour each day on the farm, 
each boy having his own plot of ground and being solely responsible 
for its cultivation. The farm work is done under the direction 
of the class teacher and it is well done. The farm is stocked with 
thirty fine cows, several horses, a lot of pigs, and fifteen hundred 
chickens. The boys are partially responsible for the care of these 
animals. The cottages are real homes, each under the care of a 
man and his wife, and each houses forty boys. These home- 
makers are as carefully chosen, as are the teachers, and the boys 
are carefully instructed in whatever of the house work they are 
capable of learning. Every part of the establishment is scrupu- 
lously clean and every boy is made to feel his share of the responsi- 
bility of keeping it so. Military drill is given by boy officers under 



252 PUBLIC SCHOOLS. 

direction of the family officers. All sports are under careful super- 
vision, baseball and tennis being the favorites, though other games 
are in evidence, and sportsmanlike conduct is the rule. Every 
cottage has its own grounds for games. The tables are amply sup- 
plied with wholesome food, in which fresh eggs and the best of 
milk play an abundant part. For the first time in their lives, many 
of the boys know the luxury of plenty of good food to eat. 

In place of bad coffee, cigarettes, cramped and dirty rooms, 
late hours with street gangs or at "movies", the Parental boy has 
everything that is conducive to health, including ten hours of 
sleep every night in his own clean bed, in a perfectly ventilated 
room. Is it any wonder that the improvement of the boys is 
marvelous in every way and that eighty to ninety per cent of them 
make good? 

One pleasant feature of the farm is the nursery of several 
thousand thrifty young shade trees, which will soon be available 
for planting on Chicago school grounds free of expense to any 
principals who will see that they are properly planted and cared 
for. So the Parental School boys may be instrumental in the 
impi'ovement of all the school premises in Chicago if the "other 
boys" will lend a hand. It may be added that the all important 
"follow up" work is thoroughly carried out at the Parental School. 
Not a boy can get away from his record. The boys remain in the 
school from six months to a year. Only the recommendation of 
the Superintendent of the School can release them and they are 
then under surveillance of the school for another year. They 
may be kept longer, if necessary. The object of the school is 
accomplished in fully eighty-five per cent of the carses. 

John Worthy School. 

The John Worthy School was established about fifteen years 
ago to provide a home and school for the boys incarcerated in the 
jail and Bridewell. Before the institution of the State School at 
St. Charles the John Worthy had become greatly overcrowded, as 
many as four hundred and fifty boys being inmates at one time. 
On the opening of the St. Charles School, the number was reduced 
more than one-half. For the last few years the number has never 
never reached two hundred and has fallen below fifty. At the 
present time there are seventy-six. During the last year the num- 
ber has gone as high as one hundred fifty. In age these boys range 
from twelve to eighteen years. In point of delinquency the range 
is five times as great. 

There are three distinct classes of boys graded according to 
ej^erience and proficiency in crime. The first class are but little 



REPORT OF THE SUPERINTENDENT. 253 

different from many of the Parental School boys and might have 
been sent to that school if they had not been fourteen years of 
age. The second class are of the St. Charles type, — 'many of them 
first offenders. They would now be at St. Charles but for lack of 
room in cottages. The third class are hard boys, well versed in 
crime, many of whom expect to spend their lives as criminals 
and to exercise their wits only to evade detection and punishment. 
To herd these three classes together in school at manual work, 
in games, in social converse, and in dormitory, is not only lacking 
in wisdom, but savors of gross negligence. 

The present school as compared with what the boys had twenty 
years ago is admirable and reflects the greatest credit on the noble 
men and women who strove so faithfully for its establishment. 
iJut the John Worthy School is a part of the city prison and as 
such should not and will not continue. 

The Board of Education has nobly done its part in the John 
Worthy School, and the teachers now at work there are among 
the best in the city. 

During the past two years the authorities of the County, of 
the City and the Board of Education have striven to establish a 
school for boys of a grade between the Parental and the St. Charles 
schools, on a farm at least twenty miles from the city. Legal com- 
plications have thus far balked their efforts but the school is so 
necessary that it will certainly be a reality at no very distant day. 

Of the boys usually sent to the John Worthy School, the first 
division already mentioned would be sent to the new school, the 
second division either to the new school or to St. Charles. Whether 
one class or the other, they would be sent on definite sentence, and 
to be liberated only on making good. They should accomplish 
definite? work. The third division of boys is a most difficult prob- 
lem. The State institution at Pontiac has capacity for twelve 
hundred boys, with a present membership of about five hundred. 
This institution should be so organized as to give instruction that 
will render the inmates capable of earning a living because they 
can do something well. Sentence should be in every case, depend- 
ent upon the work accomplished and liberation depend upon abil- 
ity to perform useful work in a creditable manner. This institu- 
tion should provide for the third class of boys. 

More important still, the Pontiac Reformatory should stand in 
the same relation to the Juvenile Court as does the school at St. 
Charles. And, more than this, the Juvenile Court should have 
power to change inmates from one institution to another at its 
disoretion. 



254 PUBLIC SCHOOLS. 

Delinquent Girls. 

The girls and boys in Chicago are about equally divided in 
number. The delinquent boys brought to the attention of the 
Juvenile Court each year greatly outnumber the girls — the last year 
two thousand and fifly-two boys and six hundred and fifty girls. 
The grounds of complaint are almost entirely difi'erent with the 
sexes and it stands to reason that the treatment of offenders 
must be different in many essentials. 

The adequate treatment of delinquent girls is vastly more dif- 
ficult than the treatment of boys, so much more difficult that the 
great difference in numbers is largely counterbalanced. 

The question is often asked why a Parental School is not pro- 
vided for girls the same as for boys, the question being prompted 
by the splendid success of the boys' school. The answer to the 
question is very simple. It is because there are practically no 
persistent truants or incorrigibles among the girls in the Chicago 
public schools, or in any other public schools for that matter. 
Hence, there is no demand for schools on the Parental basis for 
girls. 

A comparison of what is done by Chicago and Cook County for 
the two classes of delinquent children divided on a sex basis will 
furnish startling matter for thought and for question of justice, 
of Christianity, of humanity, of even the elements of Civic wisdom. 

Each of the twelve truant rooms in the elementary schools 
provides for twenty-four boys. The ordinary rooms provide for 
forty-five to forty-eight each, so that the cost of schooling 
these boys is doubled. 

The difference per year is at least $ 8,000.00 

The Parental School buildings and grounds including 
the land under acquisition, 110 acres all told, are 

easily worth 525,000.00 

Parental School yearly maintenance 90,000.0( 

The present John Worthy building and land are worth 

at least 100,000.00 

The entire annual maintenance is about 60,000.00 

The services of the Juvenile Court in all of its activities in- 
cluding the Detention Home are shared by boys and girls, but here 
again the boys get the "lion's share" because of numbers. 

In the expenditure of the City and County for delinquents, 
vvhat is the exclusive showing for the girls? 

We look in vain in Chicago and (^ook County for any appropri- 



REPORT OF THE SUPERINTENDENT. 255 

ation of taxes for the saving of young girls who have gone wrong 
as evidenced by any tax supported institution. That we do not 
want the same sort of liomes and schools provided for boys — and 
we do not — cuts no figure in the case. 

There is desperate need of something to match up the hun- 
dreds of thousands so generously and so justly spent for the boys, 
and of a great splendid eilort to save the savable girls. 

"Why not send them to Geneva?" is an oft heard question. 
Many are sent there but institutional life for girls cannot be 
made so successful as for boys. The variety of activities at the 
Parental School and St. Charles, whether of work or of play, 
cannot be matched in any institution for girls. At any rate they 
never have been in Illinois. Big institutions are not wanted any- 
way. The problem for girls must be solved some other way. 

While the private institutions established in the city for unfor- 
tunate girls agree as to the need for training head and hand there 
are marked differences as to how to reach the heart. In one case 
the aim is through personal human touch; in another dependence 
is placed on religious training. None seem to have found it pos- 
sible to reach the most serious cases, because they cannot be 
handled as individuals. Girls of this type do not readily respond 
to the group plan of salvation. 

Almost all of the six hundred and fifty girls who have come 
before Judge Bartelme are sexually immoral. Their ages range 
from ten to eighteen years. Many of them, indeed most of them, 
are not very bad girls. They are victims of conditions in vicious 
homes caused by poverty and dissipation and neglect of parent;*. 
There is also an irresistible craving for fun and excitement, for 
play and amusements which are so amply provided in good homes. 
Skating rinks, "movies," dance halls, motorcycles, late hours in 
crowded streets where scoundrels in guise of men and boys are 
always in waiting, — these are the dangers which bring trouble 
upon girls. 

Then to add to the difficulty there is the double standard of 
morality set up by society, including the churches, and maintained 
for countless generations. 

Boys "sow their wild oats" until they are sick of them and 
then they are forgiven by society, including the churches, and 
become laudable citizens. But along their paths may be the wrecks 
of girls whom society, including the churches, never forgives, lives 
hopelessly blasted, never even permitted in respectable homes, 
much less capable of making them. 

It is a strange comment on human nature that women for- 
give men and condone any kind of living, but women do not forgive 



256 PUBLIC SCHOOLS. 

women. In this work for girls, they will have to change front 
and help, because if these girls are to be saved, women alone can 
save them. 

Of the six hundred fifty delinquent girls, two hundred eighty- 
four were paroled to their parents and the Probation officers. 
Many of the parents need quite as much attention from the officers 
as do the girls. The parents do not know how to treat them nor 
do they realize what the girls need. Only high class cultivated 
women of keen and tender sensibilities are making competent Pro- 
bation officers. 

The most striking work done by the girls' court in its year's 
service has been the finding of homes for unfortunate girls directly 
from the court. It has place one hundred forty of them with 
people who fully understand the need and who wish to help. No 
greater service for humanity has ever been rendered in this city. 
Whatever service is rendered by the girls is paid for and many 
of them have savings accounts at banks. Homes that are willing 
to take the girls are carefully investigated and the girls placed 
in them are frequently visited by kind and sympathetic women 
who advise them and seek to strengthen them in good conduct. 
This scheme for delinquent girls is like that for delinquent boys. 
The County treats both alike and allows the placing to be done 
through charitable sources. 

The pressing need asked for by the girls' court is a small 
house or an eight or nine room apartment centrally located, to 
which the girls could go to put their clothing in order and prop- 
erly prepare to start out in the families in which they are to be 
placed. The first impression made by a girl in her new home 
will often be lasting and may determine her future usefulness. 
If she can enter the family with a neat suit case containing a clean 
shirt waist, underwear neatly darned and other necessary clothing, 
instead of a newspaper bundle, she could make the new start 
more respected and self respecting than is now possible. This 
house or apartment would always be the home of the girl on her 
holidays or when out of employment. 

A house or an apartment is a very modest request. To ask 
for one in each section of the city would still be very modest. 
A thoroughly equipped training school to match the new school 
for boys, and like that placed some distance from the city would 
be most reasonable; a school for teaching girls how to work and 
how to do a great variety of things well that people are willing 
to pay for; a station beween the Court and the homes that will 
await the girls when properly prepared and which shall be known 
only as a school and a part of our educational system. Such a 



REPORT OF THE SUPERINTENDENT. 25Y 

school is possible but it must be entirely a Board of Education 
enterprise. 

The Superintendent of Schools and the Judge of the Girls' 
Court should choose the woman to plan the new school and to 
organize it, and they should be free to seek her in any part of 
the United States. She should have absolute control in manage- 
men and in choice of teachers, matrons and helpers. 

If the woman is great enough, and a woman so selected would 
be, the plan will succeed and the girls with rare exceptions will 
be saved to society and the State. 

Are there such scliools? Very few, because this great, rich 
country has not yet come to a realization of the gravity of this 
girl problem and of the economy of solving it right. First, prepara- 
tion for homes; second, homes for the unfortunate girls. 

Money? Of course, it will cost money, but remember that 
Chicago girls have placed to their credit in the Board of Educa- 
tion $100,000 each year for several years simply by not being tru- 
ants. Truant boys alone are costing that amount annually besides 
a half million dollar plant. An equal expenditure for unfortunate 
girls would certainly be within reason and justice. The neglect 
of these girls may be and will be attended with consequences 
most appalling, not the less so because kept under cover and little 
understood. The great difficulty in stimulating a willingness and 
determination in the delinquent girl to earn her right to respecta- 
bility and freedom lies in the fact that there is so little ahead for 
her socially. The all important quesion is will fortunate people — 
Christian people — who have good homes, lend a hand and open 
their homes to save children who have none, children who have 
sinned, to be sure, but who are often not very guilty. Remember 
ye who believe the New Testament and profess to follow its teach- 
ings, that of the two w^omen who mourned at the sepulcher of 
Jesus Christ, one was Mary Magdalene. 

Orville T. Bright, Chairman. 
Nellie H. Cheney, 

Head Asst., Auburn Park School. 
Ella R. Connell, 

Principal, Gray School. 
Florence Deneen, 

Head Asst., Altgeld School. 
Esther E. Morgan, 

Principal, Waters School. 
William B. Owen, 

Prin., Chicago Teachers College. 
Molly McG. Patchell, 

Head Asst., Moseley School. 



c 



LRBJL'ib 



